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This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities.

This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools.

Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices.

This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.

This paper aims to investigate design principles for transforming existing making communities of practice within public libraries into online knowledge-building communities to support youths, families with young children and adult members’ making and tinkering during COVID-19.

Building upon C4P and connected learning framework, the authors analyze existing literature and practitioner reports on informal learning projects related to making and STEM learning, family learning and online learning as well as emergent cases of innovative approaches in response to COVID-19 from public libraries, informal learning institutions and community groups.

The authors suggest 11 design principles around five areas: program design, facilitation, tools and materials, process documentation and sharing and feedback.

This work contributes to the information and learning sciences concerned with community engagement and knowledge creation by suggesting a design model to transform and sustain existing making communities of practice within public libraries into online knowledge-building communities during COVID-19.

The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.

Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).

Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.

Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.

This study aims to explore consumers' perceptions of stealing thunder and to investigate significant factors for maximizing its effect.

This study used a mixed-methods approach. First, qualitative responses from 286 Korean participants were collected and analyzed (Study 1). Second, the experiment employed a randomized 2 (crisis communication timing: stealing thunder vs thunder) × 2 (transparent vs nontransparent communication) × 2 (follow-up actions: good vs poor) between-subjects experimental design with 426 Korean participants to investigate and confirm the results of Study 1.

Qualitative data showed that the participants' evaluation of corporations' stealing thunder strategy is complicated. Some do not perceive corporate use of stealing thunder at face value, but rather view it as yet another hopeless, selfish and irresponsible crisis communication strategy, distrusting it based on strong cynicism toward all corporations. An experiment confirmed that stealing thunder was significantly more effective in eliciting consumers' ethical judgment (EJ) and word-of-mouth (WOM) on corporations than the thunder strategy. Significant two-way interaction effects between crisis timing and follow-up actions showed that the stealing thunder strategy should be accompanied by follow-up actions to increase consumers' credibility and WOM intentions.

This study investigated how consumers evaluate stealing thunder by adopting both a qualitative and quantitative approach to explore how they make meaning out of this phenomenon.

The purpose of this paper is to present a new strategic framework of Supply Chain Management (SCM) in the automobile industry. For our purpose, we first had studied about the structure of relationship between supplier and buyer in Korean automobile industry. With this study, we searched for factors which compose a strategy of SCM, and whether or not the companies’ performance that are influenced by specific SCM strategy factors. Of course, our study based on existing researches, especially Cox et al.(1995) and Venkatraman et al.(1992), but the existing researches is differentiated in this paper that is treated several power factors as resource, value, environment and relation. So, results of our paper are what a good strategy of SCM composed by these factors and how to adopt this strategy on global logistics. And our methodology has some using of statistics method by SPSS 14(v) such as factor analysis, reliability analysis, and SEM(Structural Equation Model) with AMOS.

Addresses the issue of supply chain competitiveness from the manufacturing capability perspective. Six supply chains are analysed, based on three manufacturers in the Korean home appliance industry. The case study findings demonstrate the strong connection between capability requirements of suppliers of critical parts and competitive priorities of manufacturing customers. For suppliers of non‐critical items, delivery and cost are the most important capability dimensions. The factors influencing congruence between customer requirements and the capabilities of constituent firms are also examined. Mutual co‐operative behaviour, specificity of transaction‐related assets, and “criticalness” of traded parts are identified as the key factors influencing congruence.