• Journal of Korean Society of Industrial and Systems Engineering
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• v.38 no.1
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• pp.188-198
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• 2015

Both employee satisfaction and loyalty play an important role in increasing the business performances of organizations in the service industry. However, the influence of TQM practices on employee satisfaction and employee loyalty has not been examined in the ICT service supply chain. This study aimed to investigate the impact of five total quality management (TQM) practices on employee satisfaction and employee loyalty in Korean ICT customer service and retail distribution organizations. Based on an empirical study of 578 respondents in a Korean ICT service company, the study examined the hypothesized relationships among TQM practices, employee satisfaction, and employee loyalty. Using structural equations modeling, it is found that TQM practices are significantly related to employee satisfaction, whereas the latter in turn influences employee loyalty. The results of analysis suggest that the ICT customer service and retail distribution organizations should concentrate on enhancing employee satisfaction of their TQM practices and creating a people-satisfied job environment.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.12
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• pp.169-181
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• 2021

The study aims to investigate the direct effects of business management practices in terms of financial, marketing, human resources, and logistics operations practices on sales revenue and profitability growth of freight forwarding businesses. A quantitative research design and partial least square-structural equation modeling were used to examine the direct effects of the exogenous and endogenous variables. The study reveals that financial, marketing, and human resources practices have a positive and significant effect on sales revenue growth. Furthermore, marketing and logistics operations have a positive and significant effect on profitability growth in the context of freight forwarding in the Philippines, particularly in its country's capital. As the current study only examines the direct effects of business management practices, other researchers may also want to consider identifying other variables as mediation and moderation to test other indirect effects on the financial performance of the business. The findings of the study can significantly benefit the freight industry to consider addressing other challenges or make use of the paper to further develop their strategies and practices to improve their financial performance.

• Journal of Korean Society of Forest Science
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• v.99 no.2
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• pp.251-257
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• 2010

Influences of environment (indicated by plant associations) and forest management practices on the distribution of Armillaria spp. and genets (vegetative clones) were investigated. A total of 142 isolates of Armillaria was collected from various host trees on pristine and managed sites (thinned and/or fertilized) growing in relatively wet and dry environments in eastern Washington, U.S.A. The incidence of Armillaria spp. was significantly higher in the relatively wetter sites than the relatively drier sites, as indicated by plant associations. However, no differences in Armillaria occurrence were found among different forest management practices (control vs. thinned vs. thinned and fertilized) within both wetter and drier sites. Incidence of Armillaria was significantly different among conifer and shrub species. The highest proportion with Armillaria was found on grand fir (Abies grandis). Based on pairing tests and rDNA sequencing, the 142 isolates were comprised in a total of 20 genets representing three Armillaria species. More diverse Armillaria spp. were found in both relatively wetter and relatively drier sites within the undisturbed control plots, compared to plots disturbed by forest management practices. The results from this study provide baseline information toward understanding how environment and forest management practices influence incidence and diversity of Armillaria species and genets.

• Journal of Distribution Science
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• v.19 no.11
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• pp.37-48
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• 2021

Purpose: The importance of sustainability in the supply chain has steadily risen in recent decades as a result of the growing awareness on the social issues. The purpose of this research is to examine the relationship between social sustainability practices and performance outcomes, as well as explore the mediating role of supply chain integration on that relationship. Research design, data and methodology: PLS-SEM model is developed to identify the impacts of sustainability on performance outcomes and the mediating role of supply chain integration. We received 285 responses from medium and large companies located in Vietnam, and after filtering, 206 responses were used for further analysis. Results: Our findings showed that sustainability impacts significantly on integration and performance in the supply chain. Moreover, the result indicates that supplier integration and internal integration mediate the relationship between social sustainability practices and supply chain performance, while customer integration mediation role was not found significant at all. Conclusions: Our results prove that social sustainability practices can link all the stakeholders and enhance collaboration. To maintain sustainable development, firms should embrace values of sustainability to improve the well-being, working condition, and healthcare of their employees as well as the advancement of local society.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.169-178
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• 2008

This study investigated the relationship between science high school teachers' beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers' teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers' classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers' beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.1
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• pp.313-336
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• 2016

The study reviews theoretical and empirical research literature in information needs, seeking and uses in order to search for the most pertinent metatheories for studying information practices of the disadvantaged. The study examines the salient features and main theories/models of each cognitive, affective and social approach in the user-centered paradigm through analyzing prior information practices studies. While analyzing the main features of each cognitive, affective and social approach, the study points out the limitation of research using the cognitive and affective approaches to fail to theorize the relationship between individuals and complex and dynamic socio-cultural contexts in information practices. As an alternative, the study suggests using the social approach as a pertinent metatheory for understanding information practices of the disadvantaged who are entangled with myriad social contexts and issues. In order to verify the pertinence, the study examines the advantages of the social approach through analyzing both the main models related to everyday information practices under social constructionism and the main findings from information practices of the disadvantaged.

• Journal of the Korean Dietetic Association
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• v.24 no.1
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• pp.1-18
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• 2018

Sustainable practices of school foodservices are gaining more attentions. The study aimed to investigate dietitians' performance levels of sustainable practices in school foodservice settings in Gyeonggi Provinces. Using a survey method was used, and data were collected from 358 participants (response rate 59.7%) to be analyzed using the SPSS program. The evaluation tool for sustainable practices of school foodservices consisted of four sections and 34 criteria with 100 points. Employment status of the respondents was as follows: nutrition teachers 40.9%, dietitians (permanent) 45.1%, and temporary position dietitians 13.2%. Dietitians' performance for sustainable practices marked 65.67 points out of 100 (performance rate 66%) and were in the following order by section: sustainable foodservice management criteria (69%), support activities (69%), planning and evaluation (68%), and outcome management (52%). Regarding sub-sections, criteria that acquired higher performance rates were labelling of food origin (99%), use of seasonal vegetables and fruits (98%), food waste management by contract dealer (98%), and planning for reducing of food waste and solid waste (91%). Meanwhile, criteria that showed the lowest scores were installing water conservation devices on equipment (19%), operating food donation programs for communities (21%), use of sensor lights for electricity conservation (24%), planning for annual energy conservation (40%), and implementation of education programs for foodservice workers on sustainable activities (42%). Performance scores differed according to school levels and working experience of dietitians, indicating that dietitians at elementary school foodservices or with work experience of 15 to 20 years showed higher performance than those at high schools or with less than 5 years of work experience (P<0.001, P<0.05). Based on the results, action plans for improvement were suggested.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.115-128
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• 2019

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.