• Proceedings of the Korean Operations and Management Science Society Conference
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• 2006.05a
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• pp.167-171
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• 2006

It has been well known that customer' needs have much influence on the structure of supply chains. Uncertainty in customer demands forces companies' supply chains to be very flexible. When a company can not meet customers' changing needs, competitiveness in market places will be jeopardized. To survive in the competitive market places, structure of supply chains should be reconfigurable. In this paper, fractal concept is adopted to handle the reconfigurable issue. In a fractal-based SCM, structure of supply chains can be automatically reconfigured through the dynamic restructuring process with a fractal goal model. Goal in the system is divided into sub-goals, which are represented by a fractal goal model. The fractal goal model is a formal model which can be evaluated, changed, and scaled easily. Thus a well-designed fractal goal model is indispensable for a fractal-based SCM, and enhances the reconfigurability. Fractal structure for reconfigurable SCM is designed and presented. Fractal goal model is applied to SCM and an exemplary case is also briefly illustrated.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.301-327
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• 2016

This study was to examine the differences of Korean and Chinese high school students on classroom goal structure(i.e., mastery, performance-approach, and performance-avoidance), help-seeking behavior(i.e., help-seeking, and help-seeking avoidance), and school engagement(i.e., behavioral, cognitive, and emotional), and to identify the mediating role of help-seeking behavior in the links between classroom goal structure and school engagement. The final samples consisted of 290 Korean and 294 Chinese students in high school. Results were as followed. Firstly, Chinese students had a higher classroom mastery goal structure, classroom performance-avoidance goal structure, help-seeking and emotional engagement than Korean students, whereas Korean students had a higher behavioral engagement than Chinese students. Secondly, for Korean students, help-seeking and help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Moreover, for Korean students, help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. While, for Chinese students, help-seeking and help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. Also, for Chinese students, help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Therefore, help-seeking should be promoted in order to improve students' school engagement, and classroom mastery goal structure need to be created in order to encourage students' help-seeking.

• IE interfaces
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• v.15 no.4
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• pp.460-473
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• 2002

The objective of this paper is to design a Goal Alternatives Disposition System having three main subsystems for setting, evaluating and selecting goal alternatives. For setting of goal alternatives, System Alternatives Tree(SAT) structure will be developed, which has a computation algorithm for setting decision alternatives by the concept of System Priority Number(SPN). For evaluating and selecting of goal alternatives; First, Normative and Exploratory Priority Indices which consider technical performance to the goal, cost and feasibility are developed respectively. Second, Integrated Priority Index is built up to determine the total priority of the Goal Alternatives Disposition(GAD) system. For the design and verification of the GAD system, technological forecasting structure theory, systems engineering methodology will be used.

• The Journal of Information Systems
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• v.30 no.2
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• pp.127-146
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• 2021

Research Purpose Advances in digital technology have facilitated the widespread adoption of online learning, which has become a substantial way of learning. Although digital immigrants have become a main group of users of learning online, there is a lack of understanding of their online learning. This study aims to explore digital immigrants' adoption of online learning from the goal-pursuit perspective to gain insight into how they use online learning. Research Method A laddering interview was conducted with 22 Korean adults to elicit their goals in online learning. Then, a means-end chain analysis was used to derive their hierarchical goal structure. Findings The results reveal digital immigrants' goal structure of online learning, consisting of four attributes of online learning (e.g., accessibility, diversity, up-to-dateness, and repeatability) and six goals (e.g., self-esteem, enjoyment, recognition, productivity, gaining insights, and positive relations). This study contributes to the literature by providing a rich picture of their use of online learning.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.271-281
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• 2022

The importance and necessity of software(SW) education as a liberal arts was fully recognized by society. However, according to the previous research results, learners' motivation to learn in SW liberal arts was kept low for various reasons. Therefore, understanding the learning motivation and its changeability in SW liberal arts is necessary, but the related studies are not sufficient. In this paper, we analyzed changes in achievement goals using a 3 × 2 achievement goal model to examine changeability of achievement goals in a SW liberal arts class during one semester. As a result, we confirmed that the achievement goals were stable at both the group level and the individual level, but the order of each achievement goal was different from that of the previous studies. We also confirmed that the mastery goal of the classroom goal structure had a higher correlation with most achievement goals, but the performance goals had a correlation with some avoidance goals only. This means that additional research is needed for each key classroom goal structure type in SW education because the learning motivation in SW liberal arts has different aspect from the other existing liberal arts classes.

• Journal of applied mathematics & informatics
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• v.13 no.1_2
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• pp.323-334
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• 2003

This paper presents a goal-programming (GP) model for management decision-making for sugarcane fertilizer mix problems. Sensitivity analysis on the priority structure of the goals has been performed to obtain all possible solutions. The study uses Euclidean distance function to measure distances of all possible solutions from the ideal solution. The optimum solution is determined from the minimum distance between the ideal solution and other possible solutions of the problem. The optimum solution corresponds to the appropriate priority structure of the problem in the decision-making context. furthermore, the results obtained from sensitivity analysis on the cost of combination of fertilizers confirm the priority structure.

• Journal of Industrial Convergence
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• v.8 no.2
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• pp.1-8
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• 2010

In the study supportive leader behavior has significant impact on the job satisfaction. But structure and participative leader behavior have a confused results. This study then presents rational alternatives for effective leadership.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.113-138
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• 2017

Questions of why, what, and how represent the new perspective on goal construct. This paper proposed a novel approach toward the goal construct as a dynamic decision-making process. A number of researchers have agreed that goals initiate and sustain human motivation. In spite of the consistency in emphasis on goals, there are apparent inconsistencies in definitions of goal construct across theories and research. These inconsistences hinder interdisciplinary communication about goal construct, which in turn leads to jingle-jangle fallacy. Therefore, on the basis of systematic literature review, I defined the goal construct as a multifaceted and hierarchical decision-making process to structure desired end-states. The first process is generating goals, which can be also called "why" process. During this phase, individuals generate cognitive schema about general direction of desired end-states based on the conscious and nonconscious interpretation of subjective experience. The second process is goal setting, which can be called "what" process. Here, individuals clarify contents of multiple goals and structure hierarchy and priority of them. The last process is implementing goals, "how" process. This process contains decision making about whether he/she decides to implement the goal or not and how to execute goal-directed behaviors. In the last section of this paper, I tried to suggest several practical applications of this new perspective for adolescents, who struggle with why-what-how to have goals in learning context.