The Network University of the World-Class Research and Academic Center “Kuzbass” as a Regional Strategy on Capacity Building through Infrastructure and Human Capital

2021 ◽  
Vol 2021 (1) ◽  
pp. 66-75
Author(s):  
Aleksander Prosekov

Introduction. The paper introduces the concept of the Network University on the basis of the World-Class Research and Academic Center “Kuzbass”. It is one of the largest projects aimed at improving the scientific and academic landscape of the Kemerovo region. The digital twin technology can increase the current efficiency of the Kemerovo State University and develop its resources. The research objective was to assess this potential. Study objects and methods. The Network University project presupposes establishing a number of interacting Kuzbass campuses that will prepare competitive post-industrial production specialists able to solve various administrative, analytical, and economic problems that the region is currently facing. Results and discussion. The research involved an urban planning analysis of the future Network University campuses. It resulted in several infrastructure solutions in the context of digital education and the Fourth Industrial Revolution (Industry 4.5). Conclusion. In case of network universities, higher education does not equal qualifications: education provides each student with a conscious choice and a development pathway in the world of digital economy. A successfully operating link between education and professional activity makes this pathway attractive for investments. The author gave an initial assessment and defined the infrastructure solutions for the future campuses. All these issues are part of research on the capacity of the Kuzbass Network University and integrate the project into Priority 2030, which is the former Strategic Academic Leadership Program.

Author(s):  
Idris Olayiwola Ganiyu ◽  
Ola Olusegun Oyedele ◽  
Evelyn Derera

The Fourth Industrial Revolution has resulted in the disruption of the world of work whereby technological innovation such as artificial intelligence (AI) and robotics. These disruptions may be creative in that as some jobs are lost due to the development of artificial intelligence, new ones are created. This chapter explored the impact of disruptive technological innovations on the future of work. The skill gaps brought about by the emergence of the Fourth Industrial Revolution was also explored in this chapter.


2020 ◽  
Vol 8 (2) ◽  
pp. 100-102
Author(s):  
Meg E. Massey

In early March 2020, libraries across the Commonwealth of Pennsylvania began to close in the wake of the COVID-19 crisis. On March 19, staff members in the Interlibrary Loan (ILL) Department at Penn State University Libraries pivoted to providing remote services to Penn State users and library partners from around the world. In addition to describing the difficulties of transitioning to and the realities of working from home, this piece describes the challenges experienced in returning to the library. Considerations for the future are also discussed.


2021 ◽  
Vol 13 (3-1) ◽  
pp. 176-187
Author(s):  
Maria Kondratyeva ◽  

The article explores the idea of social progress in the context of the history of human society. The author considers the concept of progress in interrelation with the three revolutions. The first revolution was an agrarian one, which established the dominant religious consciousness and dependence on the divine intervention. Accordingly, the idea of progress as opposed to the perfection of God was not dominant. The world of nature is born, develops, and dies. This approach prevailed for about seven thousand years: from the first civilizations to the XV - XVIII centuries. According to the Judeo-Christian tradition, after the fall, the world fell away from God. This understanding corresponds to the primordial approach and is also opposite to the idea of progress. In the Renaissance, the secularization of consciousness and culture begins. Culture and values are formed on the basis of religious Judeo-Christian values, but a man becomes the bearer and guarantor of these values. The ideas of humanism and worshipping of a human being as the main creator are reflected in philosophy, art, and painting. In accordance with this approach, the idea of progress is born. The idea of progress is fully formed and takes possession of the masses in the age of Enlightenment. During this period, the industrial revolution is taking place. In European culture, the primacy of rationality, machine labor and equality is asserted. But at the same time, the industrial revolution entailed many social crises that are still relevant today. The United States and Europe were gradually able to overcome the challenges of the industrial revolution and create a system of “capitalism with a human face”, while partially imposing their system on other countries where production is cheaper. Therefore, the problems of the so-called “wild capitalism” still take place in the third world countries. By the middle of the XX century, science became the leading factor in manufacturing. Society is changing from industrial to post-industrial. The article focuses on the problems and opportunities of the modern post-industrial society with all the accumulated baggage of the previous stages of development. Humanity has achieved great technological success, and the scientific and technological revolution has brought material benefits to society. But at the same time, the consumer society creates many problems. What is progress in the context of modern discourse? The answer to this question is the purpose of this article.


Author(s):  
Zina Arabeche ◽  
Mohammed El Amine Abdelli

Since the emergence of the industrial revolution, the use of energy resources has increased considerably, particularly non renewable (coal, oil and gas), so these resources are no longer sufficient to cover the different energy needs, and this has become a challenge to the energy independance of many gouvernment now and in the future. This has caused the world to scramble for other ways to satisfy these needs in which the results of scientific research and development envolved from alternative uses of old energy sources and named green economy, and many think about the future of energy despite the barriers that still hinder the general application of this type of economy. Energy consumption in Algeria is focused almost entirely on fossil fuels, hydrocarbons, and gas in particular. In recent years, Algeria is deciding to move intro the green economy, the unique solution for meeting future energy requirements and helping reduce environmental risks.


2021 ◽  
pp. 181-194
Author(s):  
Rachael A. Woldoff ◽  
Robert C. Litchfield

Disillusioned knowledge workers move around the world to get away from places they find toxic. However, they find that place matters. Even these digital nomads, who value freedom and mobility above nearly all else, seek places where they can build face-to-face community with like-minded others. Digital nomads reject the bargain offered to today’s creative professionals in world class cities, believing it to be too damaging to the values they hold dear. They have created a community where they believe they can reach their full human potential. This chapter summarizes findings, discusses their relevance for theories about community and the creative class, and offers insights about the future of work and cities.


2019 ◽  
Vol 16 (5) ◽  
pp. 452-463
Author(s):  
Georgy G. Malinetsky ◽  
Vyacheslav E. Voytsekhovich

At present, there is a transition under way from the industrial to the post-industrial phase of civi­lization, from the world of machines to the world of people. This transition is happening very quickly, in the form of a humanitarian and technological revolution. This makes even more urgent the problem of building a bridge between humanitarian and natural science culture, which is closely related to the deve­lopment of interdisciplinary approaches.In its anniversary report, the Club of Rome “Come On!” put forward the idea of a New Enlightenment, intended to change the meanings, values, image of the future, the imperatives of development of the entire world civilization. The article presents potential directions of the new educational project. There is shown that they are associated with acquisition of the integrity of people, with their harmonious deve­lopment in rational, emotional and intuitive spa­ces. This is illustrated by the development of modern mathematics, in which the ideas of harmony, beauty, as well as, in many parts, its approximation to art, are beginning to play an increasingly important role.The new era allows for a reinterpretation at a new le­vel of the concept of “Homo Ludens” by J. Huizinga, an outstanding cultural researcher. The play is acting as a basis for self-organization, for culture formation, science and technology development. The great challenges faced by humanity require a change of world outlook. The article shows that, at a new le­vel, there is occurring a return to the ideas of Russian cosmists and, in particular, to the concept of all-unity by V.S. Solovyov.At the present turn, a choice is being made between the New Enlightenment and the New Middle Ages. At the point of bifurcation, which is being passed by humanity now, a key role can be played by the culture and education that correspond to the new realities. The article suggests approaches that will allow Russia to avoid the future shock and to be a subject ra­ther than an object of the changes associated with the New Enlightenment.


Stanovnistvo ◽  
2017 ◽  
Vol 55 (1) ◽  
pp. 63-85
Author(s):  
Biljana Jovanovic-Gavrilovic ◽  
Biljana Radivojevic

The key to the future of any country in the modern world lies in the knowledge, skills and talent of its population. This gives a special importance to education through which human capital is created as an important component of national wealth. Different methods of measuring human capital are found in literature. There is a well-known division into monetary and non-monetary methods, with the latter being specifically addressed in the article. Education plays an important role in achieving sustainable development. Through education, knowledge about sustainable development is acquired while human resources that are capable and willing to achieve this development are created. Education, just like sustainable development, has a long-time perspective. In both cases, the interests of the future are respected when making decisions in the present. The impact of education on sustainable development is manifested through all three of its dimensions ? economic, social and environmental. The key role of education for achieving sustainable development has been globally recognized and embedded in relevant United Nations documents, including a new global development agenda by 2030, focusing on the Sustainable Development Goals, of which Objective 4 explicitly refers to education. The European Union also pays considerable attention to education for the future in the context of the commitment of its members to achieve sustainable development. Serbia, at least declaratively, follows it, given the orientation of the country to join this regional integration. The future of education is under the strong influence of global mega trends, especially the Fourth Industrial Revolution, which strongly influences the world of work and the necessary knowledge and skills. During the earlier industrial revolutions, it took several decades to build appropriate education and training systems, but there is no time for that now. Changes must be anticipated, and reactions should be quick. The quality of educational systems of countries around the world and their preparedness for the challenges of the new age can be evaluated on the basis of the results of the Program for International Student Assessment ? PISA, the most important research in the field of education, which, under the auspices of the OECD, tests the knowledge and skills of fifteen-year-olds, and relying on the composite indicator introduced by the World Economic Forum ? Global Human Capital Index (GHCI). The results for Serbia are generally discouraging, but in some segments, they point to the country?s hidden potentials that should be activated. Education represents the development opportunity of Serbia at the threshold of the Fourth Industrial Revolution. As a small and economically country, Serbia should not remain at the margin of events, in the role of a passive observer. On the contrary, through adapting its education system to the demands of time by adequate financial and institutional support, thus improving human capital of the people, Serbia can find its place in a changing labor market and create preconditions for dynamic and sustainable economic development.


2018 ◽  
Vol 2018 (3) ◽  
pp. 167-183 ◽  
Author(s):  
Lyudmila Belova ◽  
Olga Vikhoreva ◽  
Sofya Karlovskaya

The article is devoted to the review of trends, features and problems of the fourth industrial revolution discussed at the conference held on November 14, 2017 at the Economics Faculty of Moscow State University. During the discussion, the following issues were raised: the correlation of phenomena Industry 4.0 and the digital economy; display of Industry 4.0 in the energy sector: the limits of growth; is there a future for the globalization of the world economy; smart technologies as a key element in industrial competition; Crypto currency as the locomotive of the current stage of the world economy’s financialization; intellectual challenges and paradoxes of the digital revolution; concept and world practice of the sharing economy; new social challenges and the future of the labor market in the context of «Industry 4.0».


Arsitektura ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 261
Author(s):  
Johannes Adiyanto

<p class="Abstract"><em>Industry 4.0 is a necessity in the current global era. Indonesia since 2018 has prepared itself with the "Making Indonesia 4.0" roadmap, which covers the food and beverage, textile, automotive, electronic</em><em>s</em><em> and chemical industries. This program is also supported by a link and match program between the Ministry of Industry and the Ministry of Research, Technology and </em><em>Higher Education</em><em>. On the other hand, the development of the use of BIM and 3D printers in building construction has begun to develop rapidly. The construction approach 4.0 will soon be entering Indonesia so</em><em>,</em><em> that the link and match with the world of education need to be a concern. </em><em>Is it the education of architecture in Indonesia already prepare for that technology? That is the main question in this paper. </em><em>This </em><em>research </em><em>approach is a normative ethical philosophy approach. The method used is a normative qualitative method and makes a comparison between the phenomena of industrial development 4.0, especially those related to construction 4.0 with the latest developments in the world of education, especially architectural education in Indonesia. This comparison is then compared with legislation related to undergraduate higher education in the department / architecture study program. These appeals become the basis for the stages of discussion that see developments into the future of the IT world related to architecture. This </em><em>research</em><em> shows that there is something fundamental in the present development, namely the aspect of cooperation. The aspect of cooperation is the key to the use of BIM, and this is also the main variable in legislation which is termed the humanities value. Thus the difficulty of using BIM software in various universities due to various technical and non-technical reasons is not an obstacle to pursuing standards that are consistent with the development of the phenomenon of the Industrial Revolution 4.0. This can be said because the development of BIM in the future is not only talking about technical matters, but also on social problems, especially human capabilities collaboratively. The ability of collaboration between designers and the ability of collaboration across sciences is an important capability in the future.</em></p>


2020 ◽  
Vol 4 (2) ◽  
pp. 81-91
Author(s):  
Fernando M. Reimers

Purpose Human talent is rapidly becoming the most important asset for individuals, communities and nations. As the world changes rapidly due to globalization and technological innovation new opportunities and challenges arise for individuals, communities and nations. This paper aims to explore transforming education to prepare students to invent the future. Design/methodology/approach This essay draws on an evaluation of the impact of an entrepreneurship education program on a sample of youth in Saudi Arabia and integrates the core findings and ideas of literature relevant to the topic of education for the 21st century, including several books by the author. Findings This paper highlights five principles guide a series of curriculum resources to advance dispositions and skills for student empowerment and civic participation: start with the end in mind to design curriculum; leverage improvement networks to design curriculum; learn by doing; the power of problem-based education; and the power of collaboration in diverse teams. Originality/value Klaus Schwab, the founder of the World Economic Forum, predicts that the Fourth Industrial Revolution, resulting from increased and ubiquitous automation and the development of artificial intelligence, will eliminate many of the jobs currently available. Together with neurotechnological and genetic developments, these changes will create new opportunities and serious challenges, which require a heightened commitment to putting humans at the center, and empowerment as a goal (Schwab, 2017). These developments create a new urgency to examine whether children and youth are being prepared to be effective and productive citizens and workers, and to not just understand the future but to invent it. There is an emerging consensus that the skills students will need to invent the future must include cognitive, interpersonal and intrapersonal skills (Pellegrino and Hilton, 2012). The growing awareness that the adequate development of these requires deliberate efforts to cultivate them is also stimulating questions and innovations about the kind of educational experiences which can cultivate those skills.


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