This page has only limited features, please log in for full access.

Dr. Ji Hoon Song
Department of Education Technology, Hanyang University, Korea

Basic Info

Basic Info is private.

Research Keywords & Expertise

0 Creativity
0 Leadership
0 learning process
0 Learning organization
0 Learning Culture

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 04 June 2021 in International Journal of Educational Research
Reads 0
Downloads 0

Rapid economic growth in Korean society has widened the social and educational gaps among children. This study examines the reciprocal relationship between academic resilience and emotional engagement and the effect of participation in Korea's Educational Welfare Priority Project from a longitudinal perspective. Elementary and middle schools were studied for three years (2015–2017), with 820 students involved in the first year, 911 in the second, and 837 in the third. The results show that academic resilience predicted emotional engagement at a later time point only for project participants, but emotional engagement did not predict academic resilience. This study reveals the importance of psychological resources, such as academic resilience, for disadvantaged students and has implications for educational welfare policies.

ACS Style

Soo Jung Kim; Jinju Lee; Ji Hoon Song; Yunsoo Lee. The reciprocal relationship between academic resilience and emotional engagement of students and the effects of participating in the Educational Welfare Priority Support Project in Korea: Autoregressive cross-lagged modeling. International Journal of Educational Research 2021, 109, 101802 .

AMA Style

Soo Jung Kim, Jinju Lee, Ji Hoon Song, Yunsoo Lee. The reciprocal relationship between academic resilience and emotional engagement of students and the effects of participating in the Educational Welfare Priority Support Project in Korea: Autoregressive cross-lagged modeling. International Journal of Educational Research. 2021; 109 ():101802.

Chicago/Turabian Style

Soo Jung Kim; Jinju Lee; Ji Hoon Song; Yunsoo Lee. 2021. "The reciprocal relationship between academic resilience and emotional engagement of students and the effects of participating in the Educational Welfare Priority Support Project in Korea: Autoregressive cross-lagged modeling." International Journal of Educational Research 109, no. : 101802.

Research article
Published: 25 December 2020 in Performance Improvement Quarterly
Reads 0
Downloads 0

The purpose of this study is to develop a conceptual model of learning agility based on an integrated literature review. Learning agility is the ability to learn from experience and apply it when faced with a new and unfamiliar environment. However, the absence of a theoretical basis for learning agility causes confusion among researchers in defining the concept and limits the scope in which practitioners apply the concept in their respective fields. This paper discusses the ability to perform effectively in new and unexpected environmental conditions and in changing job environments based on the Individual Adaptability Theory (I‐ADAPT Theory). Applying the conceptual model presented in this paper, practitioners will be able to propose and apply practical interventions, such as the development of an organizational education program that could identify and develop the level of individual learning agility.

ACS Style

Jinjoo Lee; Ji Hoon Song. Developing a Conceptual Integrated Model for the Employee's Learning Agility. Performance Improvement Quarterly 2020, 1 .

AMA Style

Jinjoo Lee, Ji Hoon Song. Developing a Conceptual Integrated Model for the Employee's Learning Agility. Performance Improvement Quarterly. 2020; ():1.

Chicago/Turabian Style

Jinjoo Lee; Ji Hoon Song. 2020. "Developing a Conceptual Integrated Model for the Employee's Learning Agility." Performance Improvement Quarterly , no. : 1.

Research article
Published: 31 May 2020 in Knowledge Management Research & Practice
Reads 0
Downloads 0

This study examined a comprehensive model including transformational leadership, individual- and organisational-level knowledge assets (i.e., work engagement and a supportive learning culture), and knowledge creation practices with a cultural comparison between South Korean and US schools. The results indicated that a principal’s transformational leadership strongly affected a supportive learning culture, which is an organisational-level knowledge asset, which in turn led to knowledge creation practices in schools. From a cross-cultural perspective, a principal’s leadership directly affected knowledge creation practices of teachers in Korean schools, whereas a supportive learning culture was found to be more influential on teachers’ attitudes and behaviours related to knowledge creation in US schools. Our study contributes to a better understanding of conditions for knowledge creation practices from a cross-cultural perspective and provides several important implications for the knowledge management literature.

ACS Style

Sangok Yoo; Shinhee Jeong; Ji Hoon Song; Sanghoon Bae. Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators. Knowledge Management Research & Practice 2020, 19, 263 -275.

AMA Style

Sangok Yoo, Shinhee Jeong, Ji Hoon Song, Sanghoon Bae. Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators. Knowledge Management Research & Practice. 2020; 19 (2):263-275.

Chicago/Turabian Style

Sangok Yoo; Shinhee Jeong; Ji Hoon Song; Sanghoon Bae. 2020. "Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators." Knowledge Management Research & Practice 19, no. 2: 263-275.

Research article
Published: 05 February 2020 in Performance Improvement Quarterly
Reads 0
Downloads 0

This study examines the effects of psychological ownership on engagement, knowledge creation, and openness to change in a Korean public‐organization context. This study also examined the mediation effects of engagement and knowledge creation to explain the relation between employees' psychological ownership and their openness to change. Structural equation modeling was conducted, using a total of 202 employees working in a Korean public‐sector organization. Psychological ownership impacts engagement, knowledge creation, and openness to change, and engagement positively influence employees' knowledge creation, which also positively influences their openness to change. The mediation effect of engagement between psychological ownership and knowledge‐creation practice was also found. From a strategic public‐management perspective, psychological ownership should be a greater focus in the dynamic and complex structure and system of present and future workplaces in public‐sector organizations. Public‐sector organizations should invest more to enhance the level of employees' psychological ownership.

ACS Style

Dae Seok Chai; Ji Hoon Song; Yeong Mahn You. Psychological Ownership and Openness to Change: The Mediating Effects of Work Engagement, and Knowledge Creation. Performance Improvement Quarterly 2020, 33, 305 -326.

AMA Style

Dae Seok Chai, Ji Hoon Song, Yeong Mahn You. Psychological Ownership and Openness to Change: The Mediating Effects of Work Engagement, and Knowledge Creation. Performance Improvement Quarterly. 2020; 33 (3):305-326.

Chicago/Turabian Style

Dae Seok Chai; Ji Hoon Song; Yeong Mahn You. 2020. "Psychological Ownership and Openness to Change: The Mediating Effects of Work Engagement, and Knowledge Creation." Performance Improvement Quarterly 33, no. 3: 305-326.

Quantitative study
Published: 24 July 2018 in Human Resource Development Quarterly
Reads 0
Downloads 0

This study examined the extent to which the factor structure of the Knowledge‐Creation Practice Inventory (KCPI) is invariant across different occupational groups in South Korea, based on the studies of Song et al in 2011 and 2012. Inspired by Nonaka's (1994) knowledge‐conversion theory, the inventory consists of four dimensions (i.e., knowledge sharing, creating concepts, justifying concepts, and building prototypes), measured by 11 items. A total of 2,364 responses collected from school teachers (n = 1,864), public‐sector employees (n = 214), and private‐sector employees (n = 286) were utilized to examine the measurement invariance, using a series of hierarchical multigroup confirmatory factor analyses. The results indicated that the four‐factor, 11‐item measurement model is equivalent across the three groups, supporting configural invariance, metric invariance, scalar invariance, and factor variance/covariance invariance, except factor mean invariance. A series of post‐hoc tests were additionally conducted to identify the factor mean differences among the three groups. Based on the results of this study, future researchers should use more diverse samples including a wide range of cultures or different subcultural groups (e.g., occupations, genders, and educational backgrounds) to expand the universality of the factor construct. Relevant organizations can utilize the inventory to assess their current capacity of knowledge creation and design for appropriate human resource (HR) or organizational development interventions to nurture and enhance employees' learning‐related behaviors. Since the generalizability and validity of the KCPI were supported in this study, at least among these three groups, more reliable, rigorous group comparisons are available for future research utilizing this inventory.

ACS Style

Shinhee Jeong; Jihoon Song; Yu-Yu Hsiao. Testing multi-group measurement invariance of data from the knowledge creation practice inventory. Human Resource Development Quarterly 2018, 29, 243 -262.

AMA Style

Shinhee Jeong, Jihoon Song, Yu-Yu Hsiao. Testing multi-group measurement invariance of data from the knowledge creation practice inventory. Human Resource Development Quarterly. 2018; 29 (3):243-262.

Chicago/Turabian Style

Shinhee Jeong; Jihoon Song; Yu-Yu Hsiao. 2018. "Testing multi-group measurement invariance of data from the knowledge creation practice inventory." Human Resource Development Quarterly 29, no. 3: 243-262.

Research article
Published: 17 July 2018 in Performance Improvement Quarterly
Reads 0
Downloads 0

The purpose of this research is to build an effective model for communities of practice (CoPs) in higher education. This research was designed to a) investigate core factors facilitating organizational learning process among CoP members and b) propose a systematic CoP model for higher education from a learning organization standpoint. A thematic analysis approach was used based on the open‐ended responses of 212 CoP program participants at a South Korean university. The results showed that self‐regulated learning activities, positive learning perception, and self‐participation were found to be core elements for successful CoP activities at the individual level. At the group level, problem‐based learning, facilitator, and collaborative learning environments were revealed as key factors for effective organizational learning. Administrative support, systematic learning support, and overall learning culture were found to be the most important influential environmental factors at the organizational level. The study findings imply that the goals, learning processes, and evaluation systems at the higher education level are fundamentally different from those in industrial settings, and conclude that more customized approaches and supporting efforts should be considered in facilitating CoP activities. Research limitations and future research suggestions are proposed based on the study findings.

ACS Style

Ji Hyun Kim; Byung Han So; Ji Hoon Song; Doo Hun Lim; Junhee Kim. Developing an Effective Model of Students' Communities of Practice in a Higher Education Context. Performance Improvement Quarterly 2018, 31, 119 -140.

AMA Style

Ji Hyun Kim, Byung Han So, Ji Hoon Song, Doo Hun Lim, Junhee Kim. Developing an Effective Model of Students' Communities of Practice in a Higher Education Context. Performance Improvement Quarterly. 2018; 31 (2):119-140.

Chicago/Turabian Style

Ji Hyun Kim; Byung Han So; Ji Hoon Song; Doo Hun Lim; Junhee Kim. 2018. "Developing an Effective Model of Students' Communities of Practice in a Higher Education Context." Performance Improvement Quarterly 31, no. 2: 119-140.

Research articles
Published: 09 October 2009 in Human Resource Development International
Reads 0
Downloads 0

In this research, data collected from 633 participants were used to assess the influence of learning culture on the perceived knowledge conversion process in Korean for profit organizations. The seven dimensions of the learning organization (Watkins and Marsick 1993 Watkins, K. E. and Marsick, V. J. 1993. Sculpting the learning organization: Lessons in the art and science of systemic change, San Francisco, CA: Jossey-Bass. [Google Scholar], 1996 Watkins, K. E. and Marsick, V. J. 1996. In action: Creating the learning organization, Alexandria, VA: American Society for Training and Development. [Google Scholar]) served as exogenous variables; four modes of the knowledge conversion SECI theory – socialization, externalization, combination, and internalization – were endogenous variables (Nonaka and Takeuchi 1995 Nonaka, I. and Takeuchi, H. 1995. The knowledge creating company: How Japanese companies create the dynamic of innovation, New York: Oxford University Press. [Google Scholar]). Structural equation modelling (SEM) was used to measure the influential relationships among the four modes of the knowledge conversion process and the impact of cultural aspects of learning organization on the overall process. Supplemental analysis techniques were utilized, including confirmatory factor analysis (CFA) for construct validation and canonical correlation analysis (CCA) for the relationship among the sets of each variable. Results confirmed the positive influence of the learning organization culture on the overall process of knowledge conversion. The most powerful direct impacts of learning culture were found in the knowledge combination and socialization modes.

ACS Style

Ji Hoon Song; Judith A. Kolb. The influence of learning culture on perceived knowledge conversion: an empirical approach using structural equation modelling. Human Resource Development International 2009, 12, 529 -550.

AMA Style

Ji Hoon Song, Judith A. Kolb. The influence of learning culture on perceived knowledge conversion: an empirical approach using structural equation modelling. Human Resource Development International. 2009; 12 (5):529-550.

Chicago/Turabian Style

Ji Hoon Song; Judith A. Kolb. 2009. "The influence of learning culture on perceived knowledge conversion: an empirical approach using structural equation modelling." Human Resource Development International 12, no. 5: 529-550.