The Disabling Influence of Work-Life Imbalance and the Fourth Industrial Revolution (4IR) on Postgraduate Research Engagement and Progress

2021 ◽  
pp. 224-234
Author(s):  
Dennis Zami Atibuni
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
Work Life ◽  
Research Progress ◽  
Policy And Practice ◽  
Postgraduate Students ◽  
Research Engagement ◽  
Fourth Industrial Revolution ◽  
Postgraduate Research ◽  
Research Students

The onslaught of the fourth industrial revolution (4IR) requires employees to have a more complex combination of skills—the 21st century skills—than in the past. The corporate world expects employees to amass these skills from the education system, especially through acquisition of postgraduate qualifications. However, acquiring these skills presents challenges to the students as institutions rarely offer these skills at that level. Low competence in these skills, coupled with work-life imbalance, hampers research engagement and hence progress and completion among postgraduate students. In essence, a lack of the 4IR skills is a disabling reality for postgraduate research students. This chapter presents a desk-based conceptual review of the disabling effects of work-life imbalance and inadequate 4IR skills on postgraduate students' research engagement and general academic progress. Implications for policy and practice include routine provision of hands-on experiences on the 21st century research skills and work-life balance in order to step up their research progress.

Future Ready Universities

2020 ◽  
pp. 54-66
Author(s):  
Prema Ponnudurai ◽  
Logendra Stanley Ponniah
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
Educational Institutions ◽  
Curriculum Content ◽  
Unemployment Rates ◽  
The Core ◽  
Fourth Industrial Revolution ◽  
Industrial Age ◽  
Curriculum Framework ◽  
Institutional Challenges

The sands of education are constantly shifting, and in order to stay significant, higher educational institutions (HEIs) need to reinvent themselves in the Fourth Industrial Revolution. With high global unemployment rates of fresh graduates and internal institutional challenges, future conscious HEIs understand the importance of the need to redesigned curriculum, content, and assessments to prepare graduates for employment. Through a detailed evaluation of the newly developed Taylor's curriculum framework (TCF), this chapter will elaborate on the core purposes of this curriculum framework and the governing principles in redesigning a curriculum that focuses on the 21st century needs. By shifting the focus from teaching to learning and by redirecting the focus of assessment from knowledge base to skills base, HEI graduates will be equipped meet the needs of industry, the Fourth Industrial Age and beyond.

Institutional Support and Student-Faculty Interaction for Postgraduate Research Engagement

2020 ◽  
pp. 219-245
Author(s):  
Dennis Zami Atibuni
Keyword(s):  
Institutional Support ◽  
Drop Out ◽  
Education Students ◽  
Policy And Practice ◽  
Group Discussions ◽  
Postgraduate Students ◽  
Faculty Interaction ◽  
Research Engagement ◽  
Key Informant ◽  
Master Of Education

Quality institutional support and student-faculty interaction are critical to effective research engagement and efficient completion among higher education students. However, the research engagement of many postgraduate students in Uganda is characterised by low completion rates, longer stay on the journey, and high drop-out among others. In this interpretative phenomenological qualitative study using focus group discussions among Master of Education cohorts of 2011/2012 and 2012/2013 and seven key informant interviews among research advisors in Ugandan universities, the author explored gaps in institutional support and student-faculty interaction that negatively affected the students' research engagement. Findings revealed wanting institutional support in resources, operating procedures, organisation and communication, supervision, curricula, and student financing. Student-faculty interaction gaps included supervisor absenteeism and emotional and behavioural dereliction. Strategies to fix the gaps were also solicited. Recommendations for policy and practice were advanced.

The Four C's, Constructivism, and Digitizing Curriculum

2021 ◽  
pp. 65-86
Author(s):  
Amy Earl ◽  
Vicki Anne Carbee ◽  
Karina Becerra-Murillo ◽  
Amanda Marie Evans
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Revolution ◽  
Educational Systems ◽  
Educational Practices ◽  
Fourth Industrial Revolution ◽  
Global Workforce ◽  
The World ◽  
Integrate Technology

It is estimated that by 2055 humans will have entered the fourth industrial revolution, a period where technology devices will replace or redefine the human workforce. In preparation, countries around the world have transitioned their educational practices to address the needs of the ever-changing global economy and technology advancements. This shift towards preparing a technology literate workforce is frequently referred to as 21st century skills, the implementation of curriculum which meets the projected needs of learners in the future workforce. Although educators are encouraged to integrate technology in training to better equip the learner in navigating the continuously evolving digital workspace, how this is done is less clear. The purpose of this chapter is to share an inclusive method of how educational systems can digitize constructivism with 21st century skills to ensure all students are prepared for the global workforce.

Key Challenges to Data Management in the Fourth Industrial Revolution

2021 ◽  
pp. 67-80
Author(s):  
Richard Afedzie ◽  
Fidelis Quansah ◽  
James Atta-Panin
Keyword(s):  
Data Management ◽  
21St Century ◽  
Industrial Development ◽  
Industrial Revolution ◽  
Sensitive Information ◽  
Business World ◽  
Fourth Industrial Revolution ◽  
Cyber Crimes ◽  
Legal Policies ◽  
National Governments

This chapter explores the numerous challenges impacting data management in the fourth industrial revolution. It highlights the importance of data management in the era of technological and industrial development in the 21st century business world. It draws attention to the value of countries enacting policies and reforms to curtail the rate of cyber-crimes and hacking into sensitive information of organisations whose operations occur significantly in the cyber realms. Much focus is given to the literature on legal policies enacted in many Western nations to prevent and minimize the consequences of data breaches. It draws attention to the benefits of effective data management in organisations and the key reasons considerable focus should be given to it from national governments across the globe.

scholarly journals Research Literacy Level of Education Postgraduate Research Students using Rasch Measurement Model

2019 ◽  
Vol 8 (3S2) ◽  
pp. 791-796
Keyword(s):  
Information Literacy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Statistical Literacy ◽  
Postgraduate Students ◽  
Research Literacy ◽  
Literacy Knowledge ◽  
Literacy Level ◽  
Postgraduate Research ◽  
Research Students

Research literacy is defined as the ability to search and identify relevant research articles from relevant resources, and interpret and evaluate research articles. Although there is increasing literature on the importance of research literacy, empirical data on research literacy concept is still lacking especially in the field of education. Therefore, based on the meta-data analysis, this study conceptualizes research literacy and develops Research Literacy Test (RLT) composes of three main components such as information literacy, knowledge of research methodology and statistical literacy. This study determines research literacy level of postgraduate research students in education using the Rasch Measurement Model (RMM). After confirming that all items in RLT are statistically reliable and valid for the operational use, the test then distributed to 236 postgraduate research students in the field of education from five research universities in Malaysia. Findings show that the level of overall research literacy, knowledge of research methodology and statistical literacy of postgraduate students are at Moderate Low, while their information literacy level is at Moderate High. Due to the lack of research literacy, postgraduate students should not be left alone to pick up research skills as and when they could in the process of doing research. Faculty should consider improvising the current status and function of the existing research related courses. Encouragement from the supervisor is also essential. Lastly, postgraduate students themselves should take the initiative in updating their research literacy by participating in a range of appropriate activities and share their research with others.

scholarly journals MAPPING THE FOURTH INDUSTRIAL REVOLUTION GLOBAL TRANSFORMATIONS ON 21ST CENTURY EDUCATION ON THE CONTEXT OF SUSTAINABLE DEVELOPMENT

2018 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Norazah Nordin ◽  
Helmi Norman
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Working Environment ◽  
World Economic Forum ◽  
21St Century Education ◽  
Fourth Industrial Revolution ◽  
Learning Practices ◽  
World Economic ◽  
Key Issues

Whether we are ready for it or not, the fourth industrial is impacting all facets of the society. World Economic Forum has reported that the fourth industrial revolution will impact major areas that including (i) disruption to job and skills, (ii) innovation and productivity;(iii) inequality; (iv) agile governance; (v) security and conflict; (vi) business disruption; (vii)fusing technologies; and (viii) ethics and identity. Despite these transformations, are we preparing our graduates for such a volatile ever-changing future working environment? Are our current 21st century teaching and learning practices designed with such transformations in mind? Are our educators equipped with the knowledge, expertise and skills for integration of such transformations in the education system? Are our existing teaching and learningecosystems flexible enough to deal and cater for such changes? The keynote address willaddress these key issues and discuss our how we map the fourth industrial revolution in the current 21st century education landscape.

scholarly journals Assessing Statistical Literacy Level of Postgraduate Education Research Students in Malaysian Research Universities

2021 ◽  
Vol 12 (5) ◽  
pp. 1318-1324
Author(s):  
Ibnatul Jalilah Yusof, Et. al.
Keyword(s):  
Teaching And Learning ◽  
Postgraduate Education ◽  
Statistical Literacy ◽  
Postgraduate Students ◽  
Research Literacy ◽  
Research Findings ◽  
Literacy Level ◽  
Postgraduate Research ◽  
Research Students

Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

Why Critical Epidemiology?

2021 ◽  
pp. 47-132
Author(s):  
Jaime Breilh
Keyword(s):  
21St Century ◽  
Common Good ◽  
Industrial Revolution ◽  
Health Inequity ◽  
Fourth Industrial Revolution ◽  
Wealth Concentration ◽  
Business Applications ◽  
Institutional Ethos ◽  
Epidemiological Profile ◽  
Century Health

The exponential growth of a discriminatory and rapacious market economy in the 21st century, nurtured and reproduced by an unhealthy civilization, is analyzed in this chapter. Global problems that make critical epidemiology an imperative tool are condensed to provide a synthesis of the impacts of 21st-century health inequity. The chapter provides an epidemiological profile of socio-environmental contradictions that cause the failing results of big business applications of new fourth industrial revolution technologies. It illustrates how unparalleled wealth concentration is not only destroying the fundaments of wellness and healthy living but also causing the downfall of common good and the derailment of institutional ethos. As a call to reason for public and collective health advocates, it highlights the myths of “progressive” technocracy (aberration of health governance) and the “sins” of a regressive expertness. Planetary life and health are hanging by a thread in a civilization in which producing fast, living fast, and dying fast is the ruling logic.

How Work-Life Balance and Research Skills Proficiency Affect Research Engagement

2020 ◽  
pp. 115-128
Author(s):  
Dennis Zami Atibuni ◽  
David Kani Olema ◽  
Grace Milly Kibanja ◽  
Joseph Ssenyonga
Keyword(s):  
Research Process ◽  
Work Life ◽  
Work Life Balance ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Research Skills ◽  
Cross Sectional ◽  
Life Balance ◽  
Research Engagement ◽  
Degree Level

This chapter presents how differences in levels of research engagement arise with respect to levels of work-life balance and research skills proficiency among Master of Education students in Uganda. A cross-sectional survey was conducted among two cohorts of the students (N = 102). The work-life balance of the students was generally low (M = 107.48, SD = 23.56). Though the majority of the students, 94 (92.2%), reported high levels of proficiency in research skills (M = 68.96, SD = 10.44), they indicated low levels of communication skills. Significant differences in research engagement existed among the students of different religious affiliations (χ2 = 0.823, p = .05), marital statuses (U = 370.00, p = .027), and levels of research skills proficiency (U = 88.00, p < .01). Implications for educational policy and practice include careful selection and training of adult learners at master's degree level, and staking the students in the research process through effectively imparting 21st century skills.

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