• Journal of Intelligence and Information Systems
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• v.23 no.4
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• pp.169-196
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• 2017

The fourth industrial revolution represents a revolutionary change in the business environment and its ecosystem, which is a fusion of Information Technology (IT) and other industries. In line with these recent changes, the Ministry of Employment and Labor of South Korea announced 'the Fourth Industrial Revolution Leader Training Program,' which includes five key support areas such as (1) smart manufacturing, (2) Internet of Things (IoT), (3) big data including Artificial Intelligence (AI), (4) information security, and (5) bio innovation. Based on this program, we can get a glimpse of the South Korean government's efforts and willingness to emit leading human resource with advanced IT knowledge in various fusion technology-related and newly emerging industries. On the other hand, in order to nurture excellent IT manpower in preparation for the fourth industrial revolution, the role of educational institutions capable of providing high quality IT education services is most of importance. However, these days, most IT educational institutions have had difficulties in providing customized IT education services that meet the needs of consumers (i.e., learners), without breaking away from the traditional framework of providing supplier-oriented education services. From previous studies, it has been found that the provision of customized education services centered on learners leads to high satisfaction of learners, and that higher satisfaction increases not only task performance and the possibility of business application but also learners' recommendation intention. However, since research has not yet been conducted in a comprehensive way that consider both antecedent and consequent factors of the learner's satisfaction, more empirical research on this is highly desirable. With the advent of the fourth industrial revolution, a rising interest in various convergence technologies utilizing information technology (IT) has brought with the growing realization of the important role played by IT-related education services. However, research on the role of IT education service quality in the context of IT education is relatively scarce in spite of the fact that research on general education service quality and satisfaction has been actively conducted in various contexts. In this study, therefore, the five dimensions of IT education service quality (i.e., tangibles, reliability, responsiveness, assurance, and empathy) are derived from the context of IT education, based on the SERVPERF model and related previous studies. In addition, the effects of these detailed IT education service quality factors on learners' educational satisfaction and their work application/recommendation intentions are examined. Furthermore, the moderating roles of learner position (i.e., practitioner group vs. manager group) and participation motivation (i.e., voluntary participation vs. involuntary participation) in relationships between IT education service quality factors and learners' educational satisfaction, work application intention, and recommendation intention are also investigated. In an analysis using the structural equation model (SEM) technique based on a questionnaire given to 203 participants of IT education programs in an 'M' IT educational institution in Seoul, South Korea, tangibles, reliability, and assurance were found to have a significant effect on educational satisfaction. This educational satisfaction was found to have a significant effect on both work application intention and recommendation intention. Moreover, it was discovered that learner position and participation motivation have a partial moderating impact on the relationship between IT education service quality factors and educational satisfaction. This study holds academic implications in that it is one of the first studies to apply the SERVPERF model (rather than the SERVQUAL model, which has been widely adopted by prior studies) is to demonstrate the influence of IT education service quality on learners' educational satisfaction, work application intention, and recommendation intention in an IT education environment. The results of this study are expected to provide practical guidance for IT education service providers who wish to enhance learners' educational satisfaction and service management efficiency.

• Magazine of the Korean Society of Agricultural Engineers
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• v.11 no.1
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• pp.1604-1615
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• 1969

This experiment was carried out as one of the basic studies to improve the acid resistance of concrete and it was conducted to investigate some relations among physical properties such as basorption, ratio of water to cement, compressive strength, density and ratio of mix to weight losses of mortar when exposed to 0.1 N solution of hydrochrolic acid. The results obtained from the limited data secured so far in this experiment are summarized as follows: 1. The specimens used in the experiment were made of 5 cubic centimeters of mortar having such various ratios of mix by weight as 1 : 1, 1 : 3, 1 : 5, 1 : 7, 1 : 10. 2. Physical tests included compressive strengths at 7 days, 28 days, 3 months, and 6 month, and 5 hour boiling absorption test. 3. In acid test, every specimen was immersed into 0.1 N solution of hydrochrolic acid. The specimens exposed to the acid solution were weighed to determine the weight losses of the acid-corroded at one week interval for 7 weeks exposure, and the old acid solutions were also changed to fresh one when weighed the weight losses by acid attack at one week interval. 4. The correlative relations were found among physical properties and they are expressed by certain formulas as follows; i) Relation between ratio of mix and absorption Y = 1.036x + 13.53 where Y: absorption(%) X: ratio of mix ii) Relation between ratio of mix and ratio of water-cement Y = 0.204x + 0.214 where Y: ratio of water-cement. X: ratio of mix iii) Relation between ratio of water-cement and absorption Y = 5.01x + 12.53 where Y: absorption(%). X: ratio of water-cement iv) Relation between density and absorption Y = 50.6 - 0.0176X where Y: absorption(%). X: density($kg/m^3$) v) Relation between density and ratio of water cement Y = 7.2183 - 0.0033X where Y: ratio of water-cement . X: density($kg/m^3$) 5. After completing the acid exposure test the specimens were corroded and , the per cent ranges of weight losses varies from a minimum of 20.4 per cent at a 1 : 1 mix to a maximum of 92.0 per cent at a 1:10 mix 6. The correlative relations of physical properties of mortar to weight losses by acid attak were found and they are also expressed by certain formulas as follows: i) Relation between weight losses and ratio of mix Y = 8.59X + 8.63 where Y: weight losses(%), X: ratio of mix ii) Relation between wieght losses and absorption Y = 0.121x + 12.43 where Y: absorption(%). X: weight losses(%) iii) Relation between weight losses and ratio of w/c Y = 0.0226X + 0.07 where Y: ratio of w/c X: weight losses(%) iv) Relation between weight losses and compressive strength LogY = 3.6097 - 0.05058X + 0.00022$X^2$ where Y: compressive strength ($kg/cm^3$) X: weight losses(%) v) Relation between weight losses and density Y = 2153.1 - 6.62X where Y: density($kg/m^3$) X: weigh losses(%) 7. In order to make better acid resistant mortar, it could be concluded that a 1 : 3 mix or richer mixes, adequate mixing water to minnimize the ratio of water-cement considering the workability, 16 per cent or less absorption by 5 hour boiling water, 1,800 kilogram per cubic meter or denser density by absolute weight base and 200 kilogram per square meter or compressive strength at 20 day, etc are required so as to obtain acid-resistant mortar. In addition to the above, it might be recommonded to select the fine aggregate and to use better equipments such as a mechanical vibrator, a mechanical mixer etc. in concrete manufacturing works.