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 Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación

2018 ◽  
Vol 37 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Pilar Martínez Clares ◽  
Cristina González Lorente ◽  
Nuria Rebollo Quintela
Keyword(s):  
Structural Equation ◽  
Industrial Revolution ◽  
Equation Model ◽  
University Education ◽  
Fourth Industrial Revolution ◽  
Fit Indexes ◽  
Spanish Universities ◽  
Development Of Competencies ◽  
Faculty Of Education ◽  
The University

Ante la nueva Revolución 4.0, donde la concepción de la empleabilidad de los estudiantes va más allá de la adquisición de un empleo en particular, este trabajo profundiza en la valoración del universitario acerca del desarrollo de competencias para la empleabilidad que se produce durante su formación universitaria. Además, incluye una validación de constructo de la escala de competencias presentada mediante el AFC y se analizan posibles diferencias en función de las tres universidades españolas analizadas: Universidad de Murcia, Universidad de Granada y Universidade da Coruña. Con este objetivo, participan 830 estudiantes de último curso de Grado de la Facultad de Educación de dichas universidades mediante la cumplimentación del Cuestionario de Orientación e Inserción Laboral (COIL). Para el análisis de los datos se recurre a la estadística descriptiva e inferencial a través del programa estadístico SPSS v23 y al programa AMOS para realizar el Modelo de Ecuaciones Estructurales. Los resultados muestran unos índices de bondad de ajuste óptimos, que garantizan la adecuación del mismo a los datos empíricos; además, se comprueba que existe una tendencia común entre los estudiantes de la facultad de educación, la relativa al desarrollo medio-bajo de competencias para la empleabilidad, con diferencias significativas entre universidades. A partir de estos resultados, es preciso buscar sinergias de comunicación y cooperación entre el contexto productivo, los agentes sociales y la universidad, y hacerlo tanto local como nacionalmente, para encontrar el equilibrio y transferencia que exige el EEES en la nueva Revolución 4.0. In the face of the fourth industrial revolution, where the conception of the employability of students goes beyond the acquisition of a particular job, this research deepens the assessment of the university student about the development of skills for employability that occurs during their university education. In addition, it includes a construct validation of the competencies scale presented by the CFA and possible differences are analyzed according to the three Spanish universities analyzed: University of Murcia, University of Granada and University of A Coruña. With this objective, 830 final year students in the faculty of education of theseuniversities participated by completing the Cuestionario de Orientación e Inserción Laboral (COIL). For the analysis of the data, descriptive and inferential statistics were used through the statistical program SPSS v23 and the AMOS program to carry out the Structural Equation Model. The results show optimal model fit indexes, which guarantee the suitability of this model with the empirical data. In addition, it is verified that there exists a common tendency among all students of the faculty of education relative to the medium-low development of competencies for employability, but with significant competency differences varying amongeach university. Based on these results, it is necessary to seek synergies of communication and cooperation among the job markets, the social agents, and the university, and to do it both locally and nationally in order to find the balance and transfer required by the EHEA in the fourth industrial revolution.

scholarly journals THE FORMATIVE RESEARCH OF ECUADORIAN UNIVERSITY TEACHING STAFF

2019 ◽  
Vol 77 (3) ◽  
pp. 364-378
Author(s):  
Derling Mendoza Velazco ◽  
Irma Abrigo Córdova ◽  
Janela Romero Chávez ◽  
Fredy Cueva Bravo ◽  
Magda Francisca Cejas
Keyword(s):  
Educational Innovation ◽  
University Education ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Researcher ◽  
Teacher Formation ◽  
The Third ◽  
Teaching Function ◽  
Level Of Thinking ◽  
Professional Teaching

University research is the way in which lecturers can perceive, analyze and be illustrated about unknown topics or something that has been omitted and that is why it is important and is the key in the academic researcher´s life, the gathering of information, the analysis and the search for a solution to an existing or detected problem. This research includes three phases: the first, where the search, collection and data analysis is proposed; the second, where models of teacher formation and theorization are included and the third, where the final idea of formation of university researchers and lecturers is proposed. This research was developed from a qualitative perspective, since it is implemented in an epistemic conceptualization that corresponds to its nature, highlighting the interest of deepening the intuition of the object research. As key informants, the participation of 15 (fifteen) lecturers from different universities of Ecuador is highlighted. The constant comparison of theories and grounded theory was applied for the analysis of the subtracted data, in order to make a theoretical approach through the emerging categories and sub-categories, through the operating software Atlas.ti version 8; with the aim to contribute to the theoretical and methodological basis. The subcategories were derived: professional teaching function and novel teaching profile. The conclusions mention the idea or model of formation for higher education teaching staff. It also mentions the importance of improving the formation of lecturers through scientific research to promote knowledge and strategies that require the need to theorize, produce and increase the level of thinking. Keywords: continuous research, complex thinking, educational innovation, educational theory, formation of teaching staff, university education.

Berufsfelder und -chancen von Wirtschaftsgeographen

2013 ◽  
Vol 57 (1-2) ◽  
Author(s):  
Rolf Sternberg
Keyword(s):  
Economic Geography ◽  
Work Conditions ◽  
University Education ◽  
University Teaching ◽  
Follow Up Study ◽  
Career Opportunities ◽  
Close Relationship ◽  
The University ◽  
Good Career

Occupational fields and career prospects of economic geographers. Empirical evidence from a graduate follow-up study at the Leibniz Universität Hannover and conclusions for teaching at universities. The employability of the alumni has become an important aspect of university teaching in Germany since bachelor and master courses were introduced some years ago. This also applies for the university education of economic geographers. The paper demonstrates the increased and still increasing relevance of employability for economic geographers studying at German universities. Based on data for 295 economic geography graduates from the Leibniz Universität Hannover it is shown that such alumni have rather good career opportunities to achieve both high income and satisfying work conditions. Adequate specialization of the curriculum, excellence in teaching and research, and a close relationship between university teaching (and teachers) and the professional world outside the university are important conditions for successful alumni.

scholarly journals Excellence VS Relevance in Engineering Education in the Era of the Fourth Industrial Revolution

2020 ◽  
Vol 9 (4) ◽  
pp. 431-436
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Stem Education ◽  
Industrial Revolution ◽  
Human Life ◽  
Fourth Industrial Revolution ◽  
Industrial Age ◽  
Human Endeavor ◽  
Common Term ◽  
The University

Engineering is crucial for economic development in developed and developing countries. With various changes taking place globally over the years, it has had influence on all aspect of human endeavor and we are now at a time of pervasive breakout of technologies known as the fourth industrial revolution. This study therefore conceptualizes excellence VS relevance in engineering education in the era of the fourth industrial revolution by first demystifying what the fourth industrial revolution is and then conceptualizing excellence and relevance in engineering education. Findings from the study revealed that Findings from the study revealed that the world is at a stage of massive changes and this requires solutions to these numerous changes. It was also found out that excellence and relevance are not new as it is a common term used across various spheres of human life especially within the university where excellence in research and learning is emphasized. The study recommended that STEM education should be encouraged across board so as to develop the skills necessary in the fourth industrial age and also effort should be made at intensifying action on adopting some of the technologies that are emerging in the fourth industrial revolution especially in the developing countries.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

scholarly journals Internal factors supporting business and technological transformation in the context of Industry 4.0

2019 ◽  
Vol 20 ◽  
pp. 137-145 ◽  
Author(s):  
Lucia Kohnová ◽  
Ján Papula ◽  
Nikola Salajová
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
New Technologies ◽  
Employee Education ◽  
Technological Transformation ◽  
Internal Factors ◽  
Fourth Industrial Revolution ◽  
Culture Strategy ◽  
Technology Transformation ◽  
And Training

Radical changes resulting from the Fourth Industrial Revolution strongly affect industrialized European countries. In particular, due to the new technologies that are characteristic of Industry 4.0, it will be essential for companies to make the necessary changes and achieve competitiveness through the implementation of these technologies. In order for companies to be able to make radical changes and innovations, they need to secure all the supporting areas in their organization. This research paper is focused on comparison of companies from Slovakia, Czech Republic, Austria, Germany and Switzerland in the context of readiness for Industry 4.0. This research was part of a research project, while data were collected in the period of 2015–2016. We have analysed companies from selected countries based on 7 areas which are closely interconnected with the business transformation and technology transformation coming from Industry 4.0. The main analysed questions focused on areas such as employee education and training, organizational culture, strategy, or organizational processes, that will be most affected by radical changes in the environment. Research has highlighted the differences between countries as a result of long-standing cultural differences, but at the same time identified the unified influence of the ongoing global debate on the need for technological innovation. With Slovak and Czech companies being below stronger innovators in the maturity of education systems, we strongly advise considering partnering in education which can bring valuable information to businesses that want to take on the wave of innovation.

scholarly journals Mozaikok a szakképzés fejlődés közelmúlt évtizedeiből

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
István Lükő
Keyword(s):  
Industrial Revolution ◽  
Historical Period ◽  
Technological Changes ◽  
International Context ◽  
Strategic Response ◽  
The Third ◽  
Fourth Industrial Revolution ◽  
Digital Pedagogy ◽  
National Training ◽  
The Eu

A szakképzés utóbbi három évtizedes változásai meghatározóan fontosak önmagukban is és a technika-technológiai változások szempontjából is. Ezt a viszonylag rövid történelmi szakaszt átfogó korszakot növeljük a rendszerváltás előtti közvetlen évtized, valamint az EU elődjének tekinthető EGK integrációs törekvésének mozaikos bemutatásával. A rendszerváltásra és napjainkra fókuszálásunkat nemzetközi beágyazottságba illesztve mutatjuk be. Értelmezésünkben a szakképzés közép, és felsőfokú iskolarendszerei összekapcsolódnak. Saját vizsgálódásaim is igazolják korszakos technológiai átalakulások és a szakképzés fejlődésének „együtt futását”, kölcsönös egymásra hatását. Tanulmányom célkitűzései között vannak a 3. és 4. ipari forradalommal fémjelzett korszak jellemzőinek, hatásainak, továbbá az első szakképzési törvény és az OKJ megjelenésének, valamint a Magyar Szakképzési Társaság megalakulásának, működésének a bemutatása. A kétféle technológia a digitális pedagógiában kapcsolódik szervesen egybe. Az Ipar 4.0 kihívásai hazánkban is kikényszerítették a szakképzés stratégiai válaszát, amit a Szakképzés 4.0 elnevezésű középtávú fejlesztési koncepcióban olvashatunk. A sok szempontból korszakosnak mondható szervezeti és tartalmi átalakítások együttesen jelennek meg a megvalósítás folyamatában. Ennek a tervezetnek néhány részletét, elemét is bemutatom a cikkemben.The changes having taken place in VET during the latest three decades have been decisive themselves but also from the aspects of technical-technological changes. I extend the era covering this relatively short historical period by giving a mosaic-like introduction of the decade directly preceding the transition and of the integration endeavours of the EEC that can be considered as the ancestor of the EU. My focus on the transition and our days is embedded in an international context. In my understanding, the middle and higher level school systems of vocational education are intertwined. My own researches also proved the “co-running”, the mutual impact of epochal technological changes and the development of VET. The objectives of my study include the introduction of the features and effects of the era marked by the third and the fourth industrial revolution, the initiation of the first act on VET and the National Training Registry as well as the establishment and operation of the Hungarian VET Association. The two types of technologies get closely intertwined in digital pedagogy. The challenges put by Industry 4.0 enforced the strategic response of VET in Hungary, too, which can be read in the mid-term development concept titled VET 4.0. The organizational and content related changes, that are really epochal from several aspects, are appearing together in the process of implementation. I also present some details and elements of this plan in my paper.  

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

2020 ◽  
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
University Education ◽  
University Teaching ◽  
The European Union ◽  
The Third ◽  
Educational Processes ◽  
The Usa ◽  
The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

Strategies of Sustainable Bioeconomy in the Industry 4.0 Framework for Inclusive and Social Prosperity

2019 ◽  
pp. 21-42
Author(s):  
Erhan İşcan
Keyword(s):  
Industry 4.0 ◽  
Efficient Solution ◽  
Industrial Revolution ◽  
Energy Sources ◽  
The Third ◽  
Fourth Industrial Revolution ◽  
Global Problem ◽  
Food Animals ◽  
Third Industrial Revolution

The last two decades have witnessed unpredictable transformations in knowledge-related areas. The main reason for this change is the fourth industrial revolution, a knowledge revolution affecting fields like the bioeconomy. The third industrial revolution, which induced the use of fossil-based energy sources, created a major global problem. Likewise, the third industrial revolution introduced the problem of the excess usage of food, animals, water, and other resources. Industry 4.0 offers an efficient solution to excessive tendencies. This chapter aims to analyze changes and offer strategies in the bioeconomy framework within Industry 4.0.

Sign in / Sign up

Export Citation Format

Share Document