scholarly journals Cloud-Based Education As a Service (CEAAS) System Requirements Specification Model of Higher Education Institutions in Industrial Revolution 4.0

2019 ◽  
Vol 8 (2S8) ◽  
pp. 1382-1386 ◽  
Keyword(s):  
Higher Education ◽  
Data Exchange ◽  
Large Scale ◽  
Production Efficiency ◽  
Industrial Revolution ◽  
Higher Education Institutions ◽  
Requirements Specification ◽  
Scale Production ◽  
Research And Innovation ◽  
System Requirements

In today’s higher education institutions (HEIs), intelligentization and digitization of education process are greatly required. Production industries are presently making changes from large-scale production to specialized or customized production. The term Industry 4.0 (IR 4.0) represents the fourth industrial revolution; the present movement or inclination of automation and data exchange and sharing in manufacturing technologies with the main aim of satisfying the individual customer desire and needs. The quick progressions in production technologies and its uses in the industries enhance production efficiency and change the workplace from tasks-based to the human-focused features. Higher education in the IR 4.0 (HE 4.0) is a complex, intricate and intriguing opportunity which has the potential to change the society for the better. The convergence and integration of man and machine will decrease the subject distance between social science and humanity and also technology and science. This will definitely need in-depth and diverse interdisciplinary teaching, research and innovation. Cloud computing (CC) as an IR 4.0 contributing technology, provides a novel means of educating people that will ultimately disrupt the present HEIs systems. Cloud-based education as a service in the era of fourth industry (CEaaS 4.0) can deliver education services in the shortest, most effective, and best affordability. The aim of this study is to propose a CEaaS system requirements specification (SRS) model that includes functional and non-fictional requirements; aligned with IR 4.0, the next industrial revolution.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

scholarly journals The Barriers to Research and Innovation in Disaster Resilience in Higher Education Institutions in Asia

2018 ◽  
Vol 212 ◽  
pp. 1225-1232 ◽  
Author(s):  
Champika Liyanage ◽  
Renuka Thakore ◽  
Dilanthi Amartunga ◽  
Amina Mustapha ◽  
Richard Haigh
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Disaster Resilience ◽  
Research And Innovation

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

Higher Education in Thailand

2021 ◽  
Author(s):  
Sukanya Chaemchoy ◽  
Thunwita Sirivorapat Puthpongsiriporn ◽  
Gerald W. Fry
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Science Research ◽  
Great Success ◽  
Middle Income ◽  
Higher Education System ◽  
Research And Innovation ◽  
Equity And Efficiency ◽  
Thai Students ◽  
Dramatic Growth

Thai higher education has a long history dating back to the 19th century. Its great modernizer, King Chulalongkorn the Great, was visionary in realizing the importance of expanding education to modernize his kingdom and avoid Western colonization. Thailand was the only country in Southeast Asia never to have been colonized. The country’s first formal institution of higher education, Chulalongkorn University, was established in 1917, named in honor of this visionary king. Since that time, Thai higher education has evolved in diverse ways. Key trends have been (a) massification, (b) privatization, (c) diversification, and (d) internationalization. Massification began in the 1960s with the opening of universities in each of Thailand’s major regions. In the 1970s, two open universities with huge enrollments were established. One of those, Sukhothai Thammathirat Open University (STOU), was a university without walls, serving students throughout the Kingdom. Then Thailand’s teacher training colleges became a large system of comprehensive Rajabhat Universities (38 universities, across every region of the nation). In 1969, authority was granted for private universities to be established, and over the past decades there has been a proliferation of such institutions (now totaling 71). Thailand’s system of higher education is highly diverse, with many different genres of institutions under 12 different ministries and agencies. Another important trend is internationalization, with a dramatic growth in the number of international programs and students during the period 2000-2020. Major reforms of higher education have been primarily structural in nature. In 2003, the Ministry of University Affairs merged with the Ministry of Education (MOE) to become one of its five major commissions, the Office of the Higher Education Commission (OHEC). Then in 2019, OHEC was moved out of the MOE to become part of a new Ministry of Higher Education, Science, Research, and Innovation (MHESI). As the nation moves into the decade of the 2020s, Thai higher education faces major challenges. The most critical is declining enrollments, primarily the result of Thailand’s great success in reducing its fertility rate. With the dramatic growth in higher education institutions, there are simply inadequate numbers of Thai students to fill available spots. A second related issue is the problem of the quality of Thai higher education. Reflective of this problem is the failure of any Thai higher education institutions to be highly ranked in international systems. Many of Thailand’s best students choose to study overseas. Another major issue is funding, with problems related to the ways funds are spent and the low pay of university professors. Also related to the funding issue is Thailand’s low ranking on how much it spends on research and development. This important area receives inadequate priority, though there were significant improvements in 2018 and 2019. There are also curricular issues in terms of what students should be taught and how, as well as concerns that Thai students are not being adequately prepared for the new digital 4.0 knowledge economy. In 2021, Thailand is mired in a “middle-income trap,” and to move beyond that, it is imperative that Thailand improve the quality, equity, and efficiency of its higher education system.

Design about the Laser Marking Machineof Two-Work Location

2010 ◽  
Vol 34-35 ◽  
pp. 1540-1544
Author(s):  
Zhong Jie Zhang ◽  
Xin Ping Mao
Keyword(s):  
Large Scale ◽  
Production Efficiency ◽  
Rapid Development ◽  
Scale Production ◽  
Laser Marking ◽  
Domestic Industry ◽  
Work Location ◽  
Improve Production ◽  
Large Scale Production ◽  
Improve Production Efficiency

With the rapid development of social productive forces, the laser marking machine of one-work location has been difficult to meet the needs of large-scale production. In order to save time of to load parts, We design the laser Marking of Two-work location. The laser marking machine of two-work location. has two-work locations, when a work location load parts, other a work location is marking at the same time. Two work location alternate work , So significantly reduces the production of auxiliary time, improve production efficiency and meet customer needs. This design has been widely used in the domestic machining industry now, marking areas of laser marking in the domestic industry is still first.

scholarly journals Internationalization of Higher Education: International Vector of the University Development Strategy

2018 ◽  
Vol 27 (8-9) ◽  
pp. 117-125 ◽  
Author(s):  
A. V. Akulshina ◽  
L. A. Zavialova
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Development Strategy ◽  
Higher Education Institutions ◽  
Internationalization Of Higher Education ◽  
Research And Innovation ◽  
Russian Higher Education ◽  
Federal Districts ◽  
Internationalization Strategies ◽  
Erasmus Programme

The article focuses on internationalization of higher education. It analyzes the European experience of implementing internationalization strategies on  the examples of Aston University (United Kingdom) and Sapienza University  of Rome (Italy). The authors present the results of the research on defining  the level of internationalization conducted at Russian higher education  institutions under Erasmus+ project “Development of approaches to  harmonization of comprehensive internationalization strategies in higher  education, research and innovation at EU and partner countries (HARMONY)”. The project partnership is comprised of 14 higher education institutions of  different types (classical universities, institutions of applied sciences) from 9  countries of the world, namely Spain, United Kingdom, Germany, Portugal,  Italy, Greece, Russia, Belarus, and Armenia. In Russia the questionnaires  were sent to 119 universities located in four Russian federal districts  including the Central, North-Western, Volga and Southern federal districts.  The survey was based on data of 2015–2016 academic year. Finally, the  article analyzes the cooperation between Russia and European Union in the  framework of Erasmus+ programme and the role that the programme plays  in internationalization of higher education.

scholarly journals Clusters in Africa's Economy as a Perspective Model of Production

2021 ◽  
Vol 14 (2) ◽  
pp. 164-175
Author(s):  
L. N. Kalinichenko ◽  
E. V. Morozenskaya
Keyword(s):  
Large Scale ◽  
Production Efficiency ◽  
Industrial Revolution ◽  
Raw Materials ◽  
High Tech ◽  
Industrial Growth ◽  
Market Expansion ◽  
Regional Market ◽  
Space Organization ◽  
Perspective Model

For attracting private capital to the economy, African governments allocate territories for commercial and industrial use within Special Economic Zones (SEZ). This is an important factor in export diversification (primarily of manufactured products), expanding country’s participation in global value chains, and creating new jobs. Despite different specialization from labor-intensive (textile production, agriculture, etc.) to high-tech sectors, most of the existing SEZs are ineffective due to the underdevelopment of African markets, weak competition, large-scale corruption, but to a large extent - as a result of insufficient interconnection between individual producers.Economic space organization through the creation of clusters - production efficiency and the emergence of a special type of competition -allows them to use common infrastructure, labor and raw materials markets; jointly export products; exchange knowledge and technologies, which is significant in terms of the industrial revolution 4.0. Clusters have the characteristics of “growth poles” - territorial conglomerates that, due to their special position and infrastructural advantages, become locomotives of industrial growth, spreading to other regions.This is especially important given the prevalence of highly inefficient micro, small and medium-sized companies in African economies, a significant part of which is in the informal sector. Clusters, emerging as a rule “from below”, can turn into structure-forming elements of the economy (both at the national and regional levels), but only on condition of organizational and financial support from individual states and their economic communities. This is in the African economies interest, as evidenced by their gradual reorientation towards the domestic market development, as well the regional market expansion within the framework of integration associations.

scholarly journals COVID-19: ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ ІНТЕРНАЦІОНАЛІЗАЦІЇ ЗВО

2020 ◽  
Vol 147 (3) ◽  
pp. 11-22
Author(s):  
Іван Михайлович Грищенко ◽  
Олена Павлівна Кизимчук ◽  
Олег Олександрович Шевченко
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Critical Element ◽  
Academic Mobility ◽  
Depth Analysis ◽  
Virtual Mobility ◽  
Research Findings

The article seeks to discuss the issues of internationalization for higher education institutions that arose with the COVID-19 coronavirus pandemic, in particular, the suspension of both student and staff academic mobility. However, academic mobility is the fundamental premise for the internationalization of higher education where students who cross borders with the desire to change their lives and the strive for better prospects are the most critical element of this mobility. The mobility of all the education process participants has become an important driver in ensuring and promoting education transparency and the access to quality education for everyone. In fact, within the past six months, prospective students are increasingly changing their intentions to study abroad, or defer their enrolment plans for subsequent years. The aim of this paper is to explore possible solutions for further implementation of internationalization principles into all university's activities framework under the quarantine and post-quarantine period. The research findings from the in-depth analysis of a range of higher education institution performances have revealed that one of the most promising areas to enhance university internationalization is a shift from actual to virtual mobility which is based on communication within the information and educational environment. In particular, the design of new competitive online courses in English and their large-scale promotion on the international market is another priority objective for internationalization during the quarantine. Apparently, University positioning in a virtual environment is a crucial factor to build attractiveness and competitiveness of higher education institutions in the global settings.

Collaboration Between Industries and Higher Education Institutions

2021 ◽  
pp. 196-219
Author(s):  
Chandrani Singh ◽  
Archana N. Nair
Keyword(s):  
Higher Education ◽  
Industrial Revolution ◽  
Higher Education Institutions ◽  
Fourth Industrial Revolution ◽  
Expected Outcome ◽  
Higher Educational

In a year, nearly two million students pass out form higher educational institutes in India, of which the number of directly employable students is much less. There is a colossal vacuum created between industry and institutes with fourth industrial revolution picking up pace in India. HEIs need to cope with the digital skillsets required of their students. In this chapter, the authors have put together different strategies that can help fill these gaps. Many institutes have led from the front by implemented path braking methods that are giving the expected outcome. Practices that are followed and one that should be followed by institutions have been discussed. A view of how government, non-government, industrial, and educational entities in India work together to bring about Education 4.0 is explored.

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