• Journal of Venture Innovation
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• v.6 no.1
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• pp.115-137
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• 2023

This study analyzed the relationship between organizational innovative capability and absorptive capacity, market and technology orientations, and their impact on business performance for IT-BPO companies that are required to absorb new technologies from a leading perspective in the digital transformation era. To achieve this, an online specialized research company and offline surveys were conducted on 291 domestic IT-BPO companies, and SPSS 23 was used for descriptive statistics and reliability analysis while AMOS 23 was used for hypothesis testing including validity and mediating effects. The main findings were as follows: First, in the relationship between innovation and absorptive capabilities and Market Orientation Strategic(MOS), learning capability and knowledge network capability were found to have a statistically significant positive (+) effect on MOS. In the relationship between innovation and absorptive capabilities and Technology Orientation Strategic(TOS), R&D capability, potential absorptive capacity, and realized absorptive capacity had a statistically significant positive (+) effect on TOS. Second, in the relationship between innovation and absorptive capabilities and BP, only R&D capability was found to have a significant effect on BP. Third, both market orientation and technology orientation were found to have a significant positive (+) effect on BP. These findings suggest that effective competency factors can be identified according to the market and technology orientations pursued by IT-BPO companies to increase their growth and value creation, and provide implications for developing differentiated competency enhancement strategies based on strategic objectives.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.428-440
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• 1999

The colorful overhead projector films, named as Bio-cosmos II, including photographs, pictures, concept maps, and diagrams, were developed and manufactured as audio-visual teaching aids and teaching resources for students' biology learning in high school, and the CD-ROM and web sites for their application to the school were also constructed. The content of the films was organized based upon the analysis of seven different biology textbooks approved by the Ministry of Education. The films were designated based on various instructional strategies and manufactured using multimedia with various educational softwares. The CD-ROM was composed of the scenes as logo, initial main, chapters list, contents, and quit. Initial main scene indicated various chapters according to the texts of biology areas in General Science, Biology I, and II. Each chapters linked with the scenes for detailed concept maps, the downstream real subjects, and contents. The subject screens were composed of various types of summarized diagrams including lesson contents, figures, pictures, photographs, and their explanation, experimental procedures and results, tables for summarized contents, and additional animation with video captures, explanations, glossary, etc. Most files were manufactured in software Adobe Photoshop by scanning the pictures, figures and photographs, and then the explanation, modification, storing with PICT or PSD files, and transformation with JPG files, were processed in the aspect of high quality in terms of instructional strategies and graphic skills on gracefulness, clearness, colorfulness, brightness, and distinctness. A 14 films for biology areas in General Science, 80 for Biology I, and 142 for Biology II were manufactured and loaded to the CD-ROM and web site, and the files had been attempted to opened with an internet home-page of http://gic.kyungpook.ac.kr/biocosmos.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.39 no.2
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• pp.1-14
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• 2021

Ssangsanjae was created in the mid-1800s, It is located at Jiri Mountain to the north and the Seomjin River to the south. This garden has not changed much even though it has passed through the sixth generation since its creation, so it still retains the features of a private garden in the late Joseon Dynasty. This study focused on the changing landscape of Ssangsanjae as a historical garden; through field surveys, interviews and analysis of builder's collection, boards and couplets. Ssangsanjae is largely classified into inner and outer gardens, and the inner is divided into an entry space, a residential space, and a backyard. The backyard consists of Seodangchae, it's garden, Gyeongamdang, and swimming pool, and is connected to the Sado Reservoir area, which is the outer garden. The distinct vegetation landscape of Ssangsanjae are a 13,000m² bamboo and green tea field, Peony(Paeonia suffruticosa Andr. and Paeonia lactiflora var. trichocarpa(Bunge) Stern) planted on both sides of the road that crosses the lawn, the view through a frame(額景) shown by the twisted branches of Camellia and Evergreen spindletree, and a fence made of Trifolia Orange(Poncirus trifoliata) and Bamboo. Ssangsanjae stands out for its spatial composition and arrangement in consideration of the topography and native vegetation. The main building was named by the descendants based on the predecessor's Aho(pseudonym), and it is the philosophical view of the predecessors who tried to cultivate the younger students without going up on the road. The standing stone and white boundary stone built by Mr. Oh Ju Seok are Ssangsanjae's unique gardening facilities. The stone chairs, and swimming pool which were created by the current owner for the convenience of families and visitors also make a distinctive landscape. Ssangsanjae, for residents, was a place for living, exchanging friendships, training himself and seculusion, for children was a place for learning, but now is 'the private garden' where many people can heal themselves. Over the 200 years, the landscape of Ssangsanjae's inner and outer gardens experienced large and small changes. As such, it is necessary to recognize the historical gardens with changing properties as a living heritage. This study is significant in that, as the first study to approach Ssangsanjae in the view of landscape research, it provides basic data on Ssangsanjae as a destination of garden tourism.

• Journal of Christian Education in Korea
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• v.77
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• pp.63-84
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• 2024

Research Objective : The study aimed to investigate the satisfaction with the operation of theological university curricula from the perspective of learners experiencing the theological education curriculum in the field. The goal is to provide a basis for reflective introspection on the current theological education curriculum and for restructuring it to have influential impacts within the church and society. Content and Methodology : A survey was conducted with 80 learners currently enrolled in undergraduate, graduate, master's, and doctoral programs at a theological university to analyze satisfaction with current theological education programs. To interpret the survey results progressively, in-depth interviews were conducted with a randomly selected group of 6 participants. Survey Results : First, the satisfaction with the current theological education programs was found to be 60%, indicating a high level of satisfaction. Second, while 77.5% recognized the need for practical pastoral education, only 45.5% reported that practical pastoral education is currently provided in theological education programs, indicating a lower percentage than the perceived need. Third, 73.7% responded negatively regarding whether the current theological education programs can enhance pastoral competence for future society. Lastly, the areas identified as urgently requiring change for the restructuring of theological education programs were theological education content, methodology, and objectives, in that order. Conclusion and Recommendations : In an era of great transformation, our society is changing rapidly. In the face of this wave of change, the theological education curriculum also requires adaptation to suit the new era. Traditional theological education courses have primarily focused on imparting theory-centered knowledge. However, theological education in the new era necessitates a curriculum that enhances the pastoral capacity of churches and pastors to dynamically navigate through this era of significant transition. To achieve this, it is imperative to restructure the curriculum to one that is more closely related to the pastoral field. This involves offering a variety of constructivist-based, learner-centered teaching and learning methods within a theory-centered curriculum and methodology. Additionally, it entails establishing a practice-oriented theological school that can actively address the evolving pastoral landscape in this era of great transition. Restructuring of the process is essential to meet these goals.