Search results

This study aims to examine the differences among memorable brand experience, brand preference and behavioral intentions based on the type of service providers, such as robot servers and human servers. In addition, this study investigated the relationships among the four concepts.

The data was collected from 296 customers who experienced robot servers and from 307 customers who experienced human servers.

The data analysis results indicated that there was a statistical difference with the mean value of the five concepts according to the type of employee. The results also revealed that memorable brand experience has a positive influence on brand preference, which in turn positively influences intentions to use, word-of-mouth and willingness to pay more.

This study attempted to find the difference between robot servers and human servers in memorable brand experience, brand preference and behavioral intentions in the restaurant industry for the first time.

本研究旨在根据服务提供商的类型（例如机器人服务员和人工服务员）检查令人难忘的品牌体验、品牌偏好和行为意图之间的差异。 此外, 本研究调查了四个概念之间的关系。

数据收集自 296 名体验过机器人服务器的客户和 307 名体验过人工服务器的客户。

数据分析结果表明, 根据员工类型, 五个概念的平均值存在统计差异。 结果还表明, 难忘的品牌体验对品牌偏好有积极影响, 进而对使用意向、口碑和支付更多的意愿产生积极影响。

这项研究首次试图找出机器人服务员和人工服务员在餐饮业令人难忘的品牌体验、品牌偏好和行为意图方面的差异。

In recent years, scholars, policy makers, and the popular press have hailed East Asian nations for their impressive educational performance. In China, dramatic expansions in education coincided with a period of dramatic growth in the youth population, setting the stage for a period of unprecedented economic growth (Fang & Wang, 2005; Hannum, Behrman, Wang, & Liu, 2008). Educational expansion in Korea during the past few decades has been remarkable, to the point that now Korea has the highest rate of college graduation in the world among young adult cohorts (Park, 2007). Korea and Japan have achieved some of the highest scores and lowest levels of inequality in comparative tests of achievement, although Japan has fallen in the rankings in recent years (OECD, 2008). The city-states of Hong Kong and Singapore commonly perform well in comparative tests, with Singapore's curriculum for math, in particular, singled out by some scholars and policy makers in the West as a model for emulation (Ginsburg, Leinwand, Anstrom, & Pollack, 2005). The effectiveness of primary and secondary education in East Asia is also reflected in the competitiveness of these students in global higher educational admissions. For example, in the United States, the most frequent destination for international postsecondary educational migration, China, Korea, and Japan alone account for 29.5% of total international student enrollment (Institute of International Education, 2009).

Increasing income inequality particularly since the economic crisis of 1997 has called attention to the issue of growing educational inequality in South Korea. Although much recent research has been directed at understanding the socioeconomic gap in academic achievement, few studies have empirically examined how this gap has changed over time during the past decade in South Korea. Using nationally representative data for the most recent three cohorts (1999, 2003, and 2007) of eighth-grade South Korean students from Trends in International Mathematics and Science Study (TIMSS), this study examines trends in the relationship between socioeconomic background and student achievement. The eighth-grade TIMSS data demonstrate that the influence of socioeconomic background on student achievement has increased over time during the past decade, offering evidence of growing educational inequality in South Korea. Various factors may contribute to higher educational inequality, including the widening income gap and recent educational transformations geared toward school choice and tracking.

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent trends suggest that this practice is spreading to the less affluent classes and that many such families are heading to ‘new’ destinations, including Singapore. This study examines the transnational schooling and life experiences of Korean transnational educational families in Singapore. It addresses the questions, why did these families choose Singapore? Why did transnational schooling, which parents almost unanimously said that they had organised for the betterment of their children's future, lead to some families getting stuck in the destination country?

Fieldwork in Singapore and Korea was conducted between April 2006 and September 2007. In-depth interviews with both mothers and fathers who have at least one child attending public, private or international schools in Singapore, at the primary or secondary level, were conducted with 18 families. The analysis was conducted using a grounded theory approach and NVivo 7/8.

Although the Korean state's emphasis on international competitiveness and parental aspirations for their children's future upward social mobility were common motivators, Koreans in Singapore were also attracted by the relatively low cost, English–Chinese bilingualism and other ‘family-friendly’ features in Singapore. However, kirogi children had highly contrasting schooling experiences and they met with mixed success in gaining what they expected. Furthermore, many children in public schools faced demotion and other difficulties in their new school environments. Some less affluent families found themselves facing dilemmas of cross-border schooling. This study shows that transnational schooling does not necessarily operate equally favourably for participants from diverse class backgrounds. It also demonstrates that the societal contexts of reception in both the countries of origin and of destination, including the buffering institutions and reference groups and peer culture, are important factors shaping the schooling and life experiences of educational migrant children and in reconfiguring their trajectories.

A major line of argument in institutional theory, as applied to comparative education, has been that national educational arrangements, and changes in them, reflect models obtaining in world society. The models are transmitted by professionals, by all sorts of world governmental and non-governmental associations, and by the natural influences of prestige in the world's stratification system. So recent American reforms in science education, for instance, are built into the world's professional educational discourse, and policy organizations like UNESCO and the OECD and the World Bank, and flow into policy and sometimes practice in the most unlikely places.

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have diversified the racial and ethnic composition of student populations in South Korea. The increased diversity in student populations presents serious challenges to Korean schools that have long been accustomed to homogeneous population and culture. The current study provides an overview of the current educational conditions of “multicultural students,” encompassing three major groups: children of international-marriage couples, children of foreign workers, and children who are North Korean defectors (or born in South Korea to parents who are North Korean defectors). In particular, current school attendance of children from multicultural families and the educational challenges they face in school and at home are described. Then, this study introduces current policies and programs enacted by various agencies to deal with the diverse needs of those multicultural students and also to increase awareness among citizens of multicultural issues. Finally, this chapter closes by suggesting directions for further policies and efforts to promote multiculturalism in Korean education.

This study aims to identify factors that determine the smart TV buying decisions of users and analyze the relationships among the factors by using Bayesian network approach.

This study investigates smart TV users' perception based on innovation diffusion theory (IDT) which includes five innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. The authors employ Bayesian network to identify causal relationship among the innovation attributes and analyze the sensitivity of the intentions to changes in factors.

The results show that relative advantage has the greatest influence on the purchase intention of smart TV, followed by compatibility, entertainment, web‐browsing and n‐screen.

The reliability of the results is limited as the survey is not carried out on a large number of samples. The study, however, suggests a future direction for smart TV in consumers' point of view.

According to the findings, companies should focus on enhancing relative advantage, rather than other attributes and entertainment service, to encourage the adoption of smart TV.

Smart TV is an evolving technology in the phase of market introduction. The definition and characteristics of smart TV are still uncertain. The previous literatures, however, were focused on the contents of smart TV and service, restructuring of broadcasting industry, and changes in the competitive landscape. The consumers have not been discussed in detail yet. This paper's contributions are twofold: first, it identifies important attributes for the adoption of smart TV in consumers' intention; second, it suggests a new methodology of Bayesian network in determining consumer buying factors.

During the past few decades, South Korea has experienced a remarkable educational expansion at its secondary and tertiary levels as well as at the primary level, resulting in extraordinary variation between the educational attainment of recent and older cohorts. Using 1990 data from the Social Inequality Study in Korea, the study examines trends in the influence of social background on educational attainment across three male cohorts born between 1921 and 1970. Although in general the impacts of social origin have changed little at the secondary levels of education, there is a significant reduction in the effect of father’s occupation on the odds of completing middle school for the youngest cohort. From a multinomial model of transitions to each type of tertiary education, it is found that family background has a stronger effect in the transition from high school to four-year university than to junior college. Interestingly, there has been an increase across cohorts in the influence of father’s education on the likelihood of entering a university, while such a pattern is not observed for the transition to junior college.

Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use fee-paying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed.