New state standards of higher education for training of digital personnel in the conditions of Industry 4.0

2019 ◽  
Vol 27 (3/4) ◽  
pp. 199-205 ◽  
Author(s):  
Elena B. Gerasimova ◽  
Anna A. Kurashova ◽  
Mariya V. Tipalina ◽  
Mariya V. Bulatenko ◽  
Nataliya V. Tarasova
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Educational Programs ◽  
State Standards ◽  
Digital Economy ◽  
Information Support ◽  
Master's Program ◽  
Monitoring And Control ◽  
Content Type ◽  
Modern Russian

Purpose The purpose of this paper is to develop new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia. Design/methodology/approach An overview and a critical analysis of the expert and analytical report of the research institute “Higher School of Economics” on the results of digital modernization of the modern Russian economy entitled “Indicators of the digital economy” in the part “Human resources of the digital economy” is performed. Findings It is proved that formation of the personnel infrastructure for digital modernization of economy requires standardization of the process of training of digital personnel. The new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia are created on the basis of the existing directions of the master’s program. Originality/value An authors’ classification of digital personnel according to the criterion of performed functions for application of digital technologies is offered, and two categories of them are distinguished: technical specialists and narrow sectorial specialists – which allowed specifying the scientific and methodological provision of the process of training and statistical accounting of digital personnel in Russia. The authors determine the perspective directions of training of digital personnel within the directions of the master’s program, which are implemented in modern Russia, and the corresponding categories of digital personnel. The authors also offer additional requirements to the results of mastering of the main educational programs of the master’s program, the structure of the main educational programs of the master’s program and the conditions of implementation of the main educational programs of training of masters within training of digital personnel. The authors’ conclusions and recommendations ensure the information support for training of digital personnel of modern Russian universities, as well as monitoring and control of this process of state regulators.

scholarly journals Knowledge management system as a basis for smart learning

2018 ◽  
Vol 22 (4) ◽  
pp. 42-52 ◽  
Author(s):  
Natalia V. Dneprovskaya
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Management System ◽  
Educational Programs ◽  
Digital Economy ◽  
Educational Process ◽  
Knowledge Management System ◽  
Information Support ◽  
Gradual Change ◽  
Smart Learning

The purposeof the study is to develop an approach to improve information support for the development of the contents of higher education programs and teaching methodological materials. The system of higher education faces the challenges of supporting the development of the digital economy through training and research. Creating the appropriate content of education becomes a difficult task with the high rate of development of digital technologies and methods to use them. Now, in smart learning, the technical aspects of the organization of the educational process often overshadow aspects, related to the methodology or content of smart learning. However, the issues of the content of education become most relevant. Research in the field of knowledge management remain relevant because, the more perfect the technologies become, that notice the algorithmized work of specialists, the higher the value of creativity for society and the economy.Materials and methodsof research include discourse analysis of domestic and foreign scientific sources devoted to the issues of smart education and knowledge management, the systematization of the material. Methodological basis for developing an approach to improve information support is the methods and technologies of the theory of knowledge management.The resultsof the research show that the need for the development of the digital economy places high demands not only for technologies, but also primarily on the competencies for their use. The logic of IT development in education indicates that there is a gradual change in the stages of informatization: from distance education technologies to e-learning and then to smart learning. Each stage of the informatization of education allows solving the problems that are important for the economy and society. There are the factors, influencing the formation of requirements for the content of educational programs: technological, economic, social and geopolitical. The following requirements of smart training for the content of educational programs are revealed: actual information and tasks in the training course; opportunities for independent cognitive, research and project activities of students; distributed information system of smart learning; integration of the educational environment with professional communities; individualization of the content of training.The conclusion.Technologies and methods of knowledge management can provide the necessary level of speed and quality of development of educational materials. The article describes the knowledge management system, which through the knowledge base, communities and co-creation tools, ensures the relevance of the developed content and fills the smart learning with the necessary content.

The status of entrepreneurship education in Jordanian universities

2019 ◽  
Vol 61 (2) ◽  
pp. 169-186 ◽  
Author(s):  
Wejdan Alakaleek
Keyword(s):  
Higher Education ◽  
Small Business ◽  
Graduate Program ◽  
Early Stage ◽  
Entrepreneurship Education ◽  
Educational Programs ◽  
Content Type ◽  
Stage Of Development ◽  
Small Business Management ◽  
The Status

Purpose The purpose of this paper is to examine the developmental level of entrepreneurship education within the context of Jordanian higher education. The level of development in such education is investigated based on two areas: the educational courses and programs themselves and the formal structures within which they are embedded. Design/methodology/approach The quantitative approach is based on a survey scan of all 29 Jordanian universities, including their course plans, educational programs, departments and centers. A list of entrepreneurship centers, programs and course subjects is provided and analyzed. Findings The main findings of study are: in Jordan, entrepreneurship education is still at an early stage of development, and its offerings are limited to a few courses covering some introductory subjects in small business and entrepreneurship courses. Of the Jordanian universities, one university offers a major educational graduate program in entrepreneurship and 27.5 percent have centers for innovation and entrepreneurship, but lack any entrepreneurship departments. Entrepreneurship education is new in Jordan: the first provided course was a small business management; the first center was established in 2004 and later in 2012, it offered the first educational programs in entrepreneurship. Research implications This paper assists all stakeholders in higher education to build an understanding of the nature of entrepreneurship education in Jordan and supports the design of appropriate strategies for encouraging entrepreneurial subjects to be incorporated into the country’s universities educational programs. Originality/value The value of this study stems from its aim to provide an overview of the status of entrepreneurship education in Jordanian universities. It also makes a contribution to knowledge as the first nationwide study in this context.

scholarly journals HIGHER EDUCATION AS A DRIVER OF THE DIGITAL ECONOMY DEVELOPMENT

2021 ◽  
Vol 6 (1) ◽  
pp. 83-91
Author(s):  
Nataliia Kholiavko ◽  
Antonina Djakona
Keyword(s):  
Higher Education ◽  
Digital Economy ◽  
State Regulation ◽  
The State ◽  
Information Support ◽  
Real Economy ◽  
The Real ◽  
Development Processes ◽  
The Impact ◽  
Educational Component

The purpose of the current study is to analyze the impact of higher education and universities on the dynamics of the digital economy. The authors hypothesized to distinguish three components (educational, research, innovation) in the digital economy development. Within this article, the results of using index and cluster analysis methods to determine the impact of the educational component on the processes of digital economy development in Ukraine at the macroeconomic and meso-economic levels are presented. The special attention is put on the educational component because the higher educational institutions concentrate intellectual capital of the country, as well as prepare future specialists for the needs of digital economy. Moreover the universities’ scientists make an impact on digital economy development by conducting research and transferring their results technological innovations, information and communicational technologies, etc.) into the real economy. During the research, main problems of digital economy development, determined by the poor quality of educational services, insufficient commercialization of university research results in the real economy, are identified. The authors conclude that solving the identified problems requires synchronization of interests and establishing a long-term partnership between universities, business, the state and the public. Importance of optimizing the state regulatory influence on economic entities in the context of digitalization of the national economy is emphasized. In particular, it is proposed to group the set of measures of state regulation into three vectors, namely: neutral-encouraging (support of positive dynamics of intensive development), incentive-providing (resource and information support of development processes) and initiative-mentoring (motivation and coordination of development processes).

Development of Professional Competences Based on Analysis of Professional Standards in Environmental Engineering

2017 ◽  
Vol 6 (1) ◽  
pp. 80-85 ◽  
Author(s):  
Галямина ◽  
Irina Galyamina
Keyword(s):  
Higher Education ◽  
High School ◽  
Water Use ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
State Standards ◽  
Professional Standards ◽  
Environmental Engineering ◽  
Federal State ◽  
Third Generation

The experience of professional competences designing based on analysis for professional standards in the area of environmental engineering and water use is presented in this paper. It has been shown how the high school graduate’s activity tasks are defined based on analysis for labor functions and actions, selected from the professional standards in the area of environmental engineering, how to generalize these tasks when considering different professional standards related to the same direction (profile). The generalized activity tasks are the basis for selected profile’s professional competences formation, resulting in creation of approximate basic educational programs by developers of modernized Federal state standards for higher education (third generation) and basic professional educational programs in higher education institutions, in which graduates on the direction «Environmental Engineering and Water Use» are trained.

From Industry 4.0 to Education 4.0: acceptance and use of videoconferencing applications in higher education of Oman

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vishal Jain ◽  
Parul Jain
Keyword(s):  
Higher Education ◽  
Behavioral Intention ◽  
Industry 4.0 ◽  
Structural Model ◽  
Measurement Model ◽  
Learning Tools ◽  
Content Type ◽  
Use Of Technology ◽  
Validity Indices ◽  
Use Behavior

PurposeThe present paper is an attempt to study Education 4.0 supported by Industry 4.0 tools and techniques. The main purpose of the study is to examine the acceptance and use of one of the internet of things (IoT)-based learning management systems, i.e. videoconferencing application (Google Meet, Microsoft Teams, Zoom, GoToMeeting, WebEx), by academicians of higher education using the unified theory of acceptance and use of technology (UTAUT) model.Design/methodology/approachThe study comprises 218 responses of academicians associated with higher education in the Sultanate of Oman. Descriptive and factor analysis of the collected data are employed using SPSS-26. Further, using Amos-21, the fit and validity indices of the measurement model are computed. Various relationships of the UTAUT structural model along with moderation effects of gender and nationality are tested.FindingsThe results suggest that performance expectancy, effort expectancy and social influence significantly predict behavioral intention. In turn, behavioral intention and facilitating conditions also significantly predict the use behavior of academicians for videoconferencing in higher education. Finally, gender moderates two out of four UTAUT relations, but nationality does not moderate any of these relations.Originality/valueA lot of prior studies investigate several models to use technology-enabled pedagogy from educators' or students' perspectives. There are very limited studies that examine IoT-based learning tools within the UTAUT environment. Additionally, no study is available that considers UTAUT relations for the use of videoconferencing in higher education. Also, in the present study, one more moderator, i.e. nationality, is tested.

Developing Industry 4.0 accountants: implications for higher education institutions in Namibia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joseph Olorunfemi Akande ◽  
Sulaiman Olusegun Atiku
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Practical Implication ◽  
Higher Education Institutions ◽  
Sampling Technique ◽  
Accounting Firms ◽  
Content Type ◽  
Data Collection And Analysis ◽  
Accounting Graduates ◽  
Self Administered Questionnaire

Purpose This study aims to examine the accounting skills required in Industry 4.0 to assist higher education institutions in developing Industry 4.0 accountants in Namibia. Design/methodology/approach This study adopted a qualitative approach for data collection and analysis. The participants (accountants and finance consultants) were selected using a purposive sampling technique. A self-administered questionnaire (open-ended) was administered to 120 participants. Useful information was retrieved from 99 participants in the participating accounting firms in Namibia. The data was analyzed using non-numerical content analysis via Atlas.ti, version 9.0. Findings Findings revealed the need to teach soft, technical and digital skills by higher education institutions in Namibia to enhance accounting graduates’ employability in Industry 4.0. The practical implication for higher education in Namibia is to do more in curriculum retooling. Originality/value There is a shortage of literature on the competency framework for Industry 4.0 accountants, particularly in Namibia. The outcomes of this study contribute to the extant literature and assist higher education institutions with helpful information for accounting programs review and enhance graduates’ employability in Namibia.

Influence of education on placement of production in the AIC in the conditions of Industry 4.0

2019 ◽  
Vol 27 (3/4) ◽  
pp. 153-158
Author(s):  
Julia V. Ragulina
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Industry 4.0 ◽  
Quality Level ◽  
Industrial Complex ◽  
Content Type ◽  
Level Of Education ◽  
Regression Curves ◽  
Federal Districts ◽  
Agriculture And Food

Purpose The purpose of the paper is to study the influence of education on placement of production in the agro-industrial complex (AIC) in the conditions of Industry 4.0. Design/methodology/approach For studying the experience of modern Russia in the aspect of the influence of education on placement of production in the AIC, the author uses the methodology of economic statistics. The author performs analysis of the ratio of the number of companies of the AIC and the share of the employed with higher education in the federal districts of the Russian Federation in 2018. Two markets are distinguished in the structure of the AIC: agriculture and food industry. Also, the method of regression analysis is used for compilation of regression curves, which reflect the dependence of the number of companies in the AIC (in view of the distinguished markets) on the share of the employed with higher education. Findings The results of the performed research showed that during the third technological mode in Russia, accessibility and quality (level of education) of human resources are insignificant factors during decision-making on placement of production in the AIC. In the conditions of Industry 4.0, the situation will change, and education will have significant influence on placement of production in the AIC. The higher the level of education of a territory’s human resources, the lower the entrepreneurial risks (risk of equipment’s failure and production defects), the higher the probability of creation of know-how (possibility to save on R&D with high innovative activity) and the higher the opportunities for selling the products of AIC 4.0 on the territory. Originality/value Entrepreneurial structures are recommended to use the developed algorithm of selecting a territory for placement of production in the AIC in the conditions of Industry 4.0, in view of the level of education.

Diversification of educational services in the conditions of industry 4.0 on the basis of AI training

2019 ◽  
Vol 27 (3/4) ◽  
pp. 206-212
Author(s):  
Aleksei V. Bogoviz ◽  
Svetlana V. Lobova ◽  
Marina V. Karp ◽  
Evgeny V. Vologdin ◽  
Alexander N Alekseev
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Social Consequences ◽  
Educational Services ◽  
Federal State ◽  
Practical Implementation ◽  
Teaching Staff ◽  
International Telecommunication Union ◽  
Content Type ◽  
Social Risks

Purpose The purpose of the paper is to determine the perspectives of diversification of educational services in the conditions of industry 4.0 on the basis of artificial intelligence (AI) training, determine the consequences of this process for academic and teaching staff and to develop recommendations for its practical implementation. Design/methodology/approach The methods of horizontal, trends and regression analysis are used for studying social consequences of digital modernization of the markets of higher education (for academic and teaching staff). The research is performed by the example of modern Russia on the basis of the statistical data of Federal State Statistics Service and the International Telecommunication Union. The timeframe of the research covers academic years 2000/2001-2018/2019. Findings It is determined that digital modernization of the sphere of higher education stimulates the reduction of the universities’ need for academic and teaching staff and growth of their unemployment. However, further digital modernization of economy on the basis of breakthrough technologies of industry 4.0 will lead to creation of a new type of educational services that are provided within entrepreneurship of universities – AI training of business. This will ensure development of university entrepreneurship (and reduction of dependence of universities on state financing), as well as growth of the employment opportunities for experts (academic and teaching staff) in the sphere of AI, which will not depend on the number of students, but will be connected to demand for AI training from digital business. Originality/value The role of AI training in the structure of production business processes of a university in the conditions of industry 4.0 is determined. The necessity for state stimulation of development of digital business in the modern economic systems is substantiated. It is shown that government has to pay close attention to the issues of support in the sphere of AI and mass distribution of their results. Because of this, it will be possible to control social risks in the sphere of higher education.

Influence of educational programs oriented toward entrepreneurship on the entrepreneurial intention of university students: the case of Chile

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Noah Silva ◽  
Cristóbal Fernández‐Robin ◽  
Diego Yáñez ◽  
Gianni Romaní
Keyword(s):  
Higher Education ◽  
University Students ◽  
Behavioral Control ◽  
Entrepreneurial Intention ◽  
Educational Programs ◽  
Structural Equations ◽  
Perceived Behavioral Control ◽  
Content Type ◽  
Entrepreneurial Spirit ◽  
Global University

PurposeThis study measures the influence of educational programs oriented toward entrepreneurship (POE) on the prediction of the entrepreneurial intention (EI) of university students, based on the theory of planned behaviour (TPB).Design/methodology/focusThe sample contains a total of 4,697 answers from university students, obtained through the 2018 Global University Entrepreneurial Spirit Students' Survey (GUESSS) project. A model of structural equations was used.FindingsThe results show that educational POE have an impact on EI, mediated by the perceived university environment (UE) and entrepreneurial skills (ES). In addition, it was confirmed that the variable that best explains EI is the attitude toward entrepreneurship (ATE), followed by perceived behavioral control (PBC); these two variables are able to mediate the effect of subjective norm (SN) on EI.Research limitations/implicationsThe study is limited to students in higher education. Additionally, the data used come from only one country.Practical implicationsEducational POE that are focused on providing and improving ES and knowledge must be promoted, given that they indirectly strengthen the EI of students in higher education.Originality/valueThe effect of educational POE, mediated by ES and the UE, on EI is measured.

Selective intercultural sensitivity to different sources of cultural identity

2018 ◽  
Vol 12 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Shalva Tabatadze ◽  
Natia Gorgadze
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Cultural Identity ◽  
Intercultural Sensitivity ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Different Sources

Purpose The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity. Findings The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity. Practical implications The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia. Originality/value The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

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