scholarly journals The Third Generation University in the Context of the Fourth Industrial Revolution

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Nguyen Huu Duc
Keyword(s):  
Industrial Revolution ◽  
Third Generation ◽  
Academic Characteristics ◽  
The Third ◽  
Research And Innovation ◽  
Iterative Development ◽  
Competency Based ◽  
Level Of Training ◽  
The Government ◽  
The University

This study identifies the organizational and academic characteristics of the three generations of world universities and their two transition periods. In particular, from the second-generation university (2GU) to the third-generation university (3GU), the higher education institutions have developed from a closed level to an open and flexible level of training and from single disciplines to interdisciplinary research and innovation. In terms of these academic aspects, 3GU is an iterative development of the characteristics of 1GU university, but at a higher level, more comprehensive and more thorough. About the organization, with the proposed 90-degree rotation matrix structure, the 2GU university can move from a centralized and bureaucratic management model to a high autonomy one. The subsidized financial mechanism has shifted to a competency-based competition mechanism. With that transformation, the 3GU generation university can both meet its mission as well as the requirements of industrial revolution 4.0. In particular, with the way the budget is organized into four flows of finance, the 3GU university can completely break with the direct attentions of the government. Universities become fully independent organizations with autonomy in defining their rules of operation. Instead of trying to ensure quality with its own control, the government can let the university system operate on a market competitive mechanism.

scholarly journals Third generation universities: foreign experience and Russian practices

2021 ◽  
Vol 103 ◽  
pp. 02009
Author(s):  
Anatoly S. Kislyakov ◽  
Tamara G. Chachua
Keyword(s):  
Regional Economy ◽  
Third Generation ◽  
Educational Organization ◽  
Know How ◽  
Active Involvement ◽  
The Third ◽  
The Russian Federation ◽  
Research Objects ◽  
The Government ◽  
The University

The article analyzes the third generation universities and their main features according to the methodology developed by Johan Wissema. The world experience in building third generation universities can be based, according to the authors, on the three main models described in the present study, namely, the models used by Harvard, Cambridge, and the University of Ruse. The main purpose of the present study is to analyze the main advantages of third generation universities on the example of international and Russian practices. The universities, selected as research objects, not only show high results in international rankings and the scientific community but also have strategic importance for the development of their regions. However, the most important criterion remains the commercialization of know-how and the active involvement of the educational organization in the regional economy, which is demonstrated by all three universities selected for the analysis of global practices. Each of the presented models has its peculiar characteristics and can be adapted for forming the Financial University under the Government of the Russian Federation (Financial University) into a new third generation university that can be created taking into account the capabilities and available facilities and resources, as well as the scientific and educational-methodological base.

scholarly journals Philosophy from the outside in: Rosenzweig’s critical project

2012 ◽  
Vol 23 (2) ◽  
pp. 65-76
Author(s):  
Willi Goetschel
Keyword(s):  
First Generation ◽  
Martin Buber ◽  
Third Generation ◽  
Literary Modernism ◽  
The Third ◽  
Jewish Thought ◽  
Two Generations ◽  
The University ◽  
Critical Intervention ◽  
Hermann Cohen

This paper examines Rosenzweig?s philosophic project in the context of his time as a critical intervention in the discussion of the place of Jewish thought in the university and in society. If Hermann Cohen represented the first generation of Jewish philosophers claiming that participation in the university is constitutive for the institution?s claim to universalism, the second generation-represented by Martin Buber - was more diffident about the university and its openness. For Buber, literary modernism offered what the university would refuse. Disappointed about the failure of the recognition of the efforts of the previous two generations, Rosenzweig represents the third generation. He turns the situation into a creative response anchoring philosophy as a project that calls for a resolute move outside the university.

scholarly journals Assessment of quality of educational services of the university

2020 ◽  
pp. 117-123
Author(s):  
A. S. Basyuk ◽  
R. V. Antipenko
Keyword(s):  
Educational Services ◽  
Quality Of Education ◽  
Research And Innovation ◽  
Innovation Activities ◽  
Level Of Satisfaction ◽  
Level Of Training ◽  
Main Components ◽  
High Level ◽  
The University

The article assesses the quality of educational services of the University on the example of fgbou VO “KubSTU”. The concepts of quality of education and educational services are considered, which determine the main components of quality of education, consisting of four parameters: the object of receiving services, the subject of providing services, the process of providing services, the degree of customer satisfaction. Based on these components, the analysis of the quality of education “Kuban state University”, in which was investigated the following categories: number of students enrolled in the University, average grade of students enrolled in College on a budget, the number of educational programs, quality workforce, research and innovation activities, the level of satisfaction of employers with graduates. Based on the analysis of the main indicators characterizing the quality of educational services, it is concluded that quality management in “KubSTU” is effective and provides a high level of training of graduates, and to achieve modern quality of educational services of the University it is necessary to improve the quality system of education at all levels of management of higher education institutions.

Fourth Industrial Revolution

2019 ◽  
pp. 181-213
Author(s):  
Alicia Guerra Guerra ◽  
Lyda Sánchez de Gómez
Keyword(s):  
Industrial Revolution ◽  
Soft Skills ◽  
Educational Innovation ◽  
University Education ◽  
University Teaching ◽  
Practical Case ◽  
The Third ◽  
Fourth Industrial Revolution ◽  
The University ◽  
And Training

We are at the beginning of the fourth industrial revolution. The authors understand that university education should embrace the keys to this scenario and do so immediately. Considering this fact, new university teaching should be supported by technological immersion, but also by a culture of proactivity and training in values. The third of these pillars achieves an unimaginable relevance in regards to this emerging industrial revolution, which aims to become the revolution of values. Within this context, the university must move into the practice of ethical values and offer training based on soft skills. Moreover, there is a path that links ethics with soft skills based on the synergy between the two. From this idea, the central objectives of this work are to propose a university model for educational innovation based on values that also includes the tools for its implementation. The chapter ends with a practical case for implementing the model at the fablab that the University of Extremadura has available for its students majoring in Information Technology Engineering.

scholarly journals Using the Concept of a Learning Organisation to Build a Third Generation University. Case Study of the Jagiellonian University

2020 ◽  
Vol 19 (4) ◽  
Author(s):  
Małgorzata Madej ◽  
Magdalena M. Stuss
Keyword(s):  
Research Methodology ◽  
Second Generation ◽  
Subjective Evaluation ◽  
Third Generation ◽  
University Management ◽  
Learning Organisation ◽  
Good Practices ◽  
The Third ◽  
The University

Background. Currently, the university management requires undertaking the execution of new activities. In response to the challenges of the contemporary processes of the management – building a third generation university - universities are adapting the concepts of management, which up to now have been first and foremost availed of in the sector of enterprises. Such a solution is the concept of a learning organisation. Research aims. The aim of the research conducted was to verify the using of the concepts of a learning organisation during the building of the third generation university Methodology. In the research methodology, a systematic literary review was applied, as well as a case study of the Jagiellonian University. The choice of this university was made on the basis of a subjective evaluation of the process of evolution of the university from the second generation to the third generation. The adoption of such research methodology shall facilitate the building of propositions of good practices of the university management for other universities in the future. Findings. The research conducted reveals that the university has been usinga learning organisation to build a third generation university

New structural economics: the third generation of development economics

2019 ◽  
Vol 9 (3) ◽  
pp. 279-286
Author(s):  
Justin Yifu Lin
Keyword(s):  
Developing Countries ◽  
Development Economics ◽  
Design Methodology ◽  
First Generation ◽  
Third Generation ◽  
Content Type ◽  
The Third ◽  
Two Generations ◽  
The Government ◽  
New Structural Economics

Purpose Development economics is a new sub-discipline in modern economics. The first generation of development economics is structuralism. The second generation of development economics is neoliberalism. Most developing countries followed the above two generations of development economics and failed to achieve industrialization and modernization. The purpose of this paper is to introduce the third generation of development economics, called new structural economics, which advises governments in developing countries to play a facilitating role in the development of industries in a market economy according to the country’s comparative advantages. The paper also discusses how the government may use industrial policies to play this facilitating role and some new theoretical insights from new structural economics. Design/methodology/approach The paper draws on the experiences of success and failure in developing countries to generate new understanding about the nature and causes of economic development in developing countries. Findings The structuralism failed because it ignored the endogeneity of economic structure in a country. The neoliberalism failed because it neglected the endogeneity of distortions in the transition economies. Originality/value The paper proposes new policy and theoretical framework for developing countries.

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