Considering the Fourth Quadrant Learning

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

Understanding the Preferences for Online Learning

Online learning is promoted by the Malaysian Government as a key element in the Higher Education Blueprint 2015-25 (Shift 9: Globalized Online Learning), but research in the Malaysian context is very underdeveloped. This chapter aims to fill part of this gap with a simple analysis of online Master of Business Administration (MBA) courses to examine the appetite and preferences of actual and potential MBA students for online learning. Using data from local and international students studying on MBA programs in Malaysia, the authors show that the MBA students in their sample still have a largely instrumental view of the value drivers of their study programs. The key factors identified by the largest number of groups were facilities, price, certificate authenticity, duration, and flexibility of course times.

Negative and Positive Mind-Wandering

Mind-wandering is considered by many as a sign of an “unhappy mind” and associated with ill-health. Since the mind wanders half of the time, it is unlikely that mind-wandering plays no role in cognitive processing. Mind-wandering can be filled with negative thoughts ‑ negative mind-wandering associated with worry and rumination; or it can be filled with positive thoughts ‑ positive mind-wandering associated with imagination and fantasy, essential elements of a healthy, satisfying mental life. Mind-wandering with positive thoughts enables the mind to escape the constraints of the current situation and explore novel solutions.

Consciousness-Based Education

Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.

Creating Relevance and Purpose in Postgraduate Education

Higher education in India faces many challenges. In order to provide for the requirements of socio-economic growth and international exposure, it is vital that the education provided by universities, business schools, and engineering colleges is brought up to international standards. There must be a thorough overhaul of educational methodology, away from outdated rote-learning and fact-cramming methods to contemporary learner-centric approaches that foster the growth of knowledge rather than information. Higher education must also develop more relevance to subsequent professional life in an increasingly international environment. Since the so-called economic revolution of the early 1990s, every facet of commerce and industry in India has been progressively exposed to the rigors of international standards and competition. Companies and professional organizations are partnered with or compete with their counterparts in the most advanced countries. Higher education must equip graduating students with the knowledge, competence, and global awareness to succeed in this environment.

Big Data Applications and Architectures for Emerging Countries

Exponential increases in generation of data, especially through social media, has found an increased influence in society over the last decade. This chapter provides an overview of big data technologies and architectures and how this data could be applied to meet the special needs of the emerging societies. Healthcare applications are most important, especially for the rural and the marginal sections of society. This chapter lays out architecture designs of 10 big data applications with half of them relating to the healthcare sector. These designs can be seeds for the implementation of other imaginative beneficial big data applications.

Impact of Industry 4.0

Recent research findings indicate the need to transform the way human capital is utilized, given the technological disruption in the current business environment. This chapter aims to discuss the fundamental prerequisites necessary to bring this change, for instance, higher order critical thinking, complex problem solving, focusing on fluid intelligence, and adaptability, among others. The author also provides insights into how these changes can be successfully incorporated through cognitive diversity, hybrid competencies, and understanding millennia's changing values and integrate them in the learning process.

Sustainable Development and Consciousness Development

This chapter addresses how management education can propel the achievement of the United Nations Sustainable Development Goals by including tools for consciousness development within degree programs. Consciousness is the capacity to comprehend and care about the wholeness of life in ourselves, our society, and the natural world. Recent studies indicate that how individuals perceive challenges, formulate solutions, and collaborate with others is determined by their development of consciousness – that individuals functioning at higher levels of development are more likely to demonstrate sustainable leadership than those at lower states. To realize a sustainable world, universities must provide the necessary tools for students to transcend conventional thinking and experience higher states of consciousness. When the technologies of consciousness are included in management education, the world will realize a global shift towards a new sustainable paradigm.

Emotional Intelligence 4.0

Covid-19 has created global chaos and change unprecedented in modern history. The reality of emerging from safe-houses to discover a planet with vastly different terrain – socially, economically and psychologically is no longer science-fiction. The pandemic has demonstrated the great need for IR4.0 with its technological advances that will mobilize local businesses and global economies. At the heart of both the adoption of advances and the creation of solutions in mitigating global crisis is the heart of the people – both organizational adopters of technology and everyday users. This chapter digs deep into our pain wherein human advances will require changes not only in technology, but in the very people that make up our organizations and economies. Herein, Emotional Intelligence 4.0 brings the combined power of our cognitive and emotional abilities in creating launch-pads with people solutions that hyper-drive us into future frontiers.

Understanding Millennial Values and How They Will Shape the Future Workforce

This chapter explores Millennials and their characteristics and imperative influence in changing purchasing behavior, consumer preferences, and how transactions are made. It also highlights why Millennials are a significant generation to explore. The general findings indicate Millennials are a significant generation because technology will be a prominent disruptor to look out for, and Millennials will be the ones steering the ship. Additional findings indicate the Millennials are value driven and strive to work for organizations that are ethical, prefer being empowered, and remain loyal as long as it is within their career trajectory. They also like to be engaged through regular feedback, and they strive towards rebuilding institutions for greater impact. Millennials' aspirations in achieving higher purpose and understanding of life stems from their spirituality and genuine care for people, communities, and values that affect their attitudes, behaviors, and beliefs. At the tail end, the chapter implores the importance in revolutionizing education for future generations.