• International Commerce and Information Review
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• v.13 no.3
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• pp.229-248
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• 2011

The increasing complexity of business and social settings bas lead to innovation becoming a strategic imperative. The need for innovation in the quest for competitive advantage also means that firms must be dynamic and flexible. This is often achieved through collaborative arrangements such as strategic alliances or strategic network Many organizations form alliances by leveraging their resources to gain access to the partner's skills and capabilities; ultimately to enhance innovation and performance. We demonstrate empirically that the "chain of innovation" is central to the process of innovation in global alliances. This chain comprises the creativity and learning processes and knowledge stock in alliances. Our empirical analysis is based on a survey of alliances that resulted in 114 responses. For management, this research bas significant potential in guiding attention to the chain of innovation, to better manage the overall process of innovation in alliances. Our work shows that more effective creativity and learning processes and a greater knowledge stock lead to a more effective alliance innovation process. Managers therefore, need to concentrate on creating environments wherein the processes of creativity and learning are fostered, increasing the alliance knowledge stock and in turn, increasing innovative output via an effective innovation process.

• Journal of the Korean Dietetic Association
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• v.21 no.2
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• pp.123-139
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• 2015

The objective of this study was to document how clinical dietitians working at tertiary hospitals spend their time based on several categories of activities using a time measurement study. The questionnaires were distributed to 14 tertiary hospitals, and dietitians answered by classifying their work activities into several categories such as general care, indirect care, direct care, outpatient care, and food service management. A total of 129 clinical dietitians replied and their answers were analyzed according to the categories of activities. The times spent on the categories are as follows: general care (76.7 mins/day, 14%), indirect care (228.4 mins/day, 35%), direct care (120.1 mins/day, 22%), outpatient care (61.5 mins/day, 11%), and food service management (99.0 mins/day, 18%). The total working hours for dietitians was 590.0 mins, which exceeds the standard working hours of 540.0 mins (9 hrs) a day. From this study, we found that clinical dietitians spent very limited time on direct care. Times spent on activities were different according to type of employment and food service. Internship dietitians spent their more time on general care (P<0.001) while irregular dietitians spent more time on outpatient care (P<0.05). In contracted managed food service hospitals, clinical dietitians spent significantly less time on food service management (P<0.001). Regardless of doctors' order and consultation fees, clinical dietitians performed more than 95 percent of free consultation to patients. Entry-level knowledge and skills of dietitians working at hospitals are very important for quality service, but it is equally important to create an administrative and social environment that encourages clinical dietitian to spend more time on direct patient care.

• Journal of Korean Academy of Nursing
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• v.2 no.1
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• pp.35-47
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• 1971

This is a research on general evaluation of the nursing profession which is a professional job, a suitable calling to women and is developing academically day by day. The author gave some questions to the patients, doctors, people, student nurses-themselves and got the following results; (A) General concept about nursing profession A nurse is a member, of a medical team who works for people′s health promotion(50.8%). The reason that the nursing profession is a good one is that it is a rewarding job to care for sick patients(78.9%). The spirit is the most important factor for the nurse(84.8%) and the nursing profession is a suitable calling to women (76%). The description of nurses as "The angels in white dress" is an appropriate one (44.6%) or only a beautiful expression(47.4%) (B) Nurses as actually seen by doctors and patients. They work only obligatorily (47.8%)-Doctors They try to relieve, the patient′s physical discomforts in all sincerity (65.6%), also they to decrease the patient′s mental apprehension (56.7%). (C) Satisfaction in the nursing profession. Nurses satisfaction in the nursing profession is general(68.8%) and student nurses satisfaction in selecting nursing is fulfilled (50.9%). One reason for dissatisfaction among nurses and student nurses is people's failure to understanding the nursing profession(40.1%), One reason for satisfaction is that it is a rewarding job caring for sick patients(35%). (D) Is the nursing professional job? People think the nursing profession is a professional job like doctors or lawyers (60.2%). (E) Are they academic? People think the nurses are academic(37.8%) but nurses read only interesting items in the "Journal of Korean Nurse"(67.7%). (F) Opinions about nurses′going out of the country. Doctors and nurses agree that after 1-2 years′experience in this country(78.5%) and student nurses want to go out where there is on opportunity(73.1%). Student's purpose of going out is to enrich their stock of information(71.3%), doctors think, it is for training in nursing knowledge and skills (47.8%). (G) Opinions about nurse′s social affairs. They want nurses to be controlled(44.4%) and also think that the nurse's demonstration in the National Conte. was reasonable (36.3%). (H) Would you make your daughter a nurse? They favour their daughter′s becoming a nurse(17.4%) because they think it is a rewarding job to care for sick patients(42.5%).

• Journal of the Korean Society of School Health
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• v.10 no.1
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• pp.41-50
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• 1997

The purpose of this study is to provide fundamental data supporting facilitation of a formal health education performed by school nurses as health educators. To evaluate the teacher expertise of school nurses as health educators, this study analyzed the present status of health education and the recognition of self-confidence in teaching ability of school nurses. Self addressing questionnaire were mailed out to 340 secondary school nurses in Seoul and out of them 244 nurses (71.8%) responded to the survey. Analysis of the data was made using t-test and ANOVA in SAS program. The major results are as follows : 1. The total health instruction performance rate was 84.6% (204). Regular health instruction was carried out by 66 nurses and the rest of the 155 subjects gave irregular instruction on health education. 2. Regular health education classes was offered as a part of physical education class hour by 89.4% of the respondents whereas only 10.6% of them had formal health education classes. The survey showed that irregular health education classes were mainly held in physical education class hours (70.3%) and 14.8% had opportunities for additional classes on health education. 3. The average class for regular health education was 5 hours per week but for irregular health education classes were only one hour per semester (32.9%). 4. Among the 11 categories of health education, education on drug abuse and body structure and function and physical development occupied 95.6%, 69.6% respectably while physical training, family health, social health occupied 10.8%, 12.7%. 5. Health education was given much more at public schools (88.2%) than at private schools. 6. 232 (95.0%) school nurses agreed with the necessity of formalizing health education classes and 227 (93.1%) wanted to change their status from school nurses to formal health teachers. 7. There is a tendency to change the status from school nurse to formal health teacher, and the necessity of having a formal curriculum on health education while less recognized by the older and longer-careered nurses was more recognized by those nurses with higher education. 8. The lack of administrative support (79.5%), work burden (77.9%), and lack of teaching competency (22.1%) were the greatest problems. 9. Education on drug abuse was stressed the most whereas physical training was most neglected. 10. There is a tendency that older and longer-careered school nurses thought less positively of their status, and then 98 (81.1%) school nurses acknowledged themselves as professional teachers. 11. 176 (72.5%) school nurses agreed with the necessity of continuing education : health knowledge and teaching skills for formal health teachers. 12. 179 (73.8%) school nurses had a positive attitude and undergraduate preparation and the practice of professional health teachers. 13. The school nurses had self-confidence in their teaching competence, teaching strategies and knowledge in all 11 health education areas.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1082-1093
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• 2004

The purpose of the study was to compare science curriculum documents of the several countries including Korea, the United States, the United Kingdom, Japan, and Singapore. The comparison focused on goals and contents in science education of each country. The goals for science education in each country were very similar. They included understanding knowledge, acquiring inquiry skills, developing positive attitudes towards science, and appreciating S-T-S in most countries. But each country's goal setting level was different; some countries set the same goals for several grades and other countries set different goals for each grade. Goals provided for each grade were more specific and elaborated. Science contents were categorized differently in each country. In Korea, science contents were categorized in energy, matter, living things, and earth. On the other hand, science contents were composed of 8 categories including unifying concepts and processes in science, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and history and nature of science in the United States. In the United Kingdom, science enquiry, life processes and living things, materials and their properties, and physical process were categories for science contents. In Singapore, science contents were organized by themes relevant to students' everyday experience. Implications for goals and contents in science education to prepare students to live and work in a future society were suggested based on the results of the study.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.3-10
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• 2013

This paper aims to present the model of engineering design education workshop for appropriate technologies. Since 2008 Handong Innovation Center for Engineering Education and a Non-Profit Organization, Sharing and Technology, held engineering design workshop during every summer break. We present the contents of the workshop and analyze the educational effects of the program. The workshop is entitled "Engineering Design Academy for the other 90%" because we take it serious that most of the research and development efforts of the science and technologies in the world is just focused on the rich people while the other 90% people in the world are unreachable from the benefits of the modern technologies. By the workshop we tries to provide the college students the perspectives on the worldwide poverty problems and to encourage them to serve the 3rd world people in need through their specialties in the field of engineering profession. The evaluation results by participants are very positive. Especially, we began invite the 3rd world people to the workshop as design problem clients from 2010 summer workshop. The evaluation from them are also very positive. The analysis results on the educational effects of the workshop show that the workshop improves the students skills required by the ABEEK (Acreditation Board of Engineering Education of Korea) including not only design capability but also team work, communication skill, understanding the social impacts of engineering design, engineering ethics, and globalization.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.611-623
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• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• Journal of Technologic Dentistry
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• v.6 no.1
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• pp.31-86
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• 1984

The educational purpose of a junior college is believed to be to effectively train and produce professional workers equipped with the knowledge and skills required in various technical fields of modern society. Since dental technology takes its share of an important role through the enhancement of people's health and the construction of a whlfare society, the prosthodontia department is imposed with a great responsibility to train highly skilled, responsible dental technicians who will meet the social demands. To attain this goal, those who are in charge of the training and education should place emphasis on the development of better educational programs. In other words, the present curriculum which is lacking in many comprehensive aspects, is not satisfactory to provide the students with the required know-how and qualities. As is known, a currculum is the detailed guidance to the efficient operation of an educational program, and that of dental technology is not an exception. In addition, dental technology requires very detailed programs in training, because it requires both diversified and comprehensive application of serveral different fields. The following are the main points to be taken into consideration in developing an effective curriculum for this department. 1. The curriculum should be gradually expanded so that the fundamental subjects will contain principal theories which can be directly applied to the specified majoring subjects. 2. An effective arrangement of time tables should be provided so that basic practice and experiments can be conducted in direct connection with the leatures on the basic theories. 3. For a creative and up-to-date curriculum to help cope with the problems in achieving the aims of technological development and scientific education, intensive and extensive studies should be done on the curricula developed in the advanced countries. 4. The specific majoring subjects should be rearranged to contain new theories which are beneficial to dental technology. As an institution which is spearheaded for ondustrial-educational cooperation, the Junior collegeis role demands that the department should make every possible effect to cultivate highly-skilled technicisns. The following suggestions are made to help work out an ideal curriculum. 1. The basic theory subjects should be selected with consideration toward closely related majoring subjects. 2. The curriculum should be efficiently operated to effectively relate theories with experiments. 3. Subject importance must be rearranged ; It has been found that the ideal proportion of cultural, elective and required subjects is 20%, 20% and 60% respectively. 4. The credit allotments should be reconsidered: The total credits required for completion should preferably be 80; 16 for the cultural and the elective subjects respectively and 48 for the required subject. 5. A Commissioned education system should be formalized for strengthening industrial educational cooperation. 6. Experiments and practice should be intensified with the support of improved laboratory facilities. 7. The training period should be expanded form the present two years to three of four years, in order to produce more highly qualified technicians.

• Journal of dental hygiene science
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• v.5 no.1
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• pp.1-5
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• 2005

Ethical perception may be thought of as 'professional skills'. Despite this, however, the dental hygiene curriculums tend to disregard ethics education. This paper describes ethical perception in dental hygiene students. Questionnaire surveys were conducted for 374 in dental hygiene students. For statistical analyses of collected data, the multiple linear regression were adopted. Demand as necessity of dental ethics education, clinical practice exercise, practice of work ethics education were found to have significant major effects on basic ethics perception. The major variables which related to the licensure and health care law and teamwork were to knowledge of revised ethics code of dental hygienist and to demand as necessity of dental ethics education. The major variables influencing the professional protocol were to knowledge of revised ethics code of dental hygienist, to demand as necessity of dental ethics education, role model for learning ethical principles. Revised ethics code of dental hygienist was the most important factor affecting professional protocol. The major variables influencing the decision-making were to demand as necessity of dental ethics education, to knowledge of revised ethics code of dental hygienist, clinical practice exercise, role model for learning ethical principles (church). About 88.4% of the students unawared to knowledge of revised ethics code of dental hygienist and perception of professional protocol of the students awared to knowledge of revised ethics code of dental hygienist was $3.44{\pm}0.23$ (p=0.000).

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.391-400
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• 2020

This research examined organizational climate, multicultural practice competence, and job embeddedness of multicultural family service center and studied on the structural relationship among these variables. The study samples are 175 multicultural practitioners at 7 multicultural family service centers located at Seoul and Gyunggi-Do. The study data was analyzed with descriptive analysis, conformatiory factor analysis and structural analysis by SPSS Statistics 20.0 and Amos 21.0. The study results are as follows. First, organizational climate, multicultural practice competence, and job embededness of multicultural family service centers appeared to be posive by the mean value of 3.5 out of 5. Specifically, work reward and incentives(M=3.33) are relatively low, multicultural practice skills(3.27) are lowest among multicultural practice competence sub-factors and fitness is the highest(Mean=3.79) among job embededness sub-factors. Second, multicultural practice competence have a positive effect on job embededness(Ɓ=0.426, C.R.=5.293, p<.001), and has a mediating effect between organizational climate and job embededness. Third, organizational climate has a positive effect on multicultural practice competence(Ɓ=.206, C.R.=2.499, p<.05) and has a positive effect on job embedednes(Ɓ=0.488, C.R.=6.131, p<.001). Based on the study results, it was suggested to improve job embededness of multicultural practitioners by changing organizational climate and improving multicultural practice competence.