2024, Vol.8, No.2

The Journal of Education Consulting & Coaching 2023 KCI Impact Factor : 2.05

pISSN : 2586-3886
https://journal.kci.go.kr/kaecc

This study empirically analyzed the direct effects between IP consultant competence and IP performance, and technology transfer performance and the dual mediation effect between R&D activities and IP creation activities using 259 researchers who have received IP consulting services. The results show that consultant competence has a positive(+) effect on technology transfer performance, consultant competence has a positive(+) effect on R&D performance and IP creation activities, and IP creation activities have a positive(+) effect on technology transfer performance. The results also show that R&D activities mediate the relationship between consultant competence and IP creation activities, and IP creation activities mediate the relationship between R&D activities and technology transfer performance(dual mediation effect). However, R&D activities do not have a positive(+) effect on technology transfer performance, and R&D activities do not mediate the relationship between consultant competence and technology transfer performance. Based on the findings of this study, research implications can suggested can be follows. For the purpose of maximizing consulting effectiveness in the future, it is necessary to have not only basic competencies such as gathering requirements according to the research situation, performing patent work consistently, and responding quickly and proactively, but also specialized competencies such as strategic thinking, analysis and alternative presentation, communication, and report skills.

This study is a phenomenological qualitative research that specifically explores the experiences of intergenerational communication conflicts within large Korean corporations. It vividly depicts how communication subjects form confirmation biases towards each other in confusing and ambiguous situations, providing important insights for a deeper understanding of intergenerational communication conflicts. The research employed an ‘empirical phenomenological experiential research' approach. The participants were seven members of the 2030 generation and seven leaders of the 4050 generation from two domestic manufacturing-based conglomerates. The data collected through semi-structured interviews were analyzed using phenomenological reduction and hermeneutic circles. The results revealed that the 2030 generation experienced frustration when they felt disrespected within the organization and faced limited growth opportunities, tending to strengthen their confirmation bias against leaders who they believed ‘only think they are right.' Conversely, 4050 generation leaders struggled to adapt to new communication ways and leadership demands, showing a tendency to hold a confirmation bias that the 2030 generation members are ‘assertive but lack responsibility.' These research findings provide valuable data for designing educational programs aimed at resolving intergenerational communication conflicts. Furthermore, they are expected to contribute to the advancement of Sensemaking theory within the Korean context.

The purpose of this study is to propose implications for revitalizing faculty's start-up by deriving effective support measures by analyzing the university's perception of faculty start-up and needs for start-up competencies. To this end, data were collected through an online survey targeting professors at University A, and priorities were derived by applying the t-test, and The Locus for Focus model to the collected quantitative data. The main research results showed that first, the overall perception of faculty start-up was high, but the perception of the university's faculty start-up system, the university-level faculty start-up support, and the perception of peer faculty start-ups were low. Second, the results of the analysis of the differences between the importance and performance of faculty start-up competencies showed that the future importance was higher than the current performance in all competency items, and this result was statistically significant. Third, among a total of 11 competencies, five competencies were found to be the top priority areas. The implications through the research results are, first, it is necessary to raise positive awareness of creative start-ups and spread the start-up culture by promoting successful cases of faculty start-ups. Second, it is necessary to develop a customized start-up support program and systematize it as a system for utilizing expertise for faculty start-ups. Third, it is necessary to strengthen faculty's competencies in solving business problems, patent holding and technology development, team building and leadership, and networking by strengthening faculty's start-up capabilities. This study is significant in that it provided implications for field-oriented practical measures to spread and revitalize the university faculty start-up culture. The results of this study are expected to be used as the basis for the establishment of specific support strategies for spreading and revitalizing the faculty start-up culture.