Higher Education in the Era of the Fourth Industrial Revolution

Gleason, Nancy W.

doi:10.1007/978-981-13-0194-0

Cited by 185 publications

(51 citation statements)

References 6 publications

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“…The story of the State University of Jakarta began when the Presidential Decree No. 1,1963, stipulated that the faculty of education of Universitas Indonesia, Institute of Teacher Education (ITE) and other education institutions and systems at that time should be integrated into one institution referred to as the Teacher Training and Institute (TTI) Jakarta. The decree officially came into effect on 16 May 1964.…”

Section: Methodsmentioning

confidence: 99%

“…In an era characterised by globalisation and the Fourth Industrial Revolution, the role and function of higher education institutions should be based on an understanding that the competitive resources of countries have shifted. The competition of economic products in the world market is no longer primarily based on natural resources, cheap labour and other relative goods, but rather on technological innovation and creativity in the field of science and technology [1]. In order to carry out their roles and functions, universities have certain academic duties.…”

Section: Introductionmentioning

confidence: 99%

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The Implementation of Academic Responsibility in Higher Education: A Case Study

2019

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Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Implementation of Academic Responsibility in Higher Education: A Case Study

2019

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“…Secara spesifik, Popkova, Ragulina dan Bogoviz, (2018) menjelaskan bahwa revolusi industri 4.0 merupakan kecenderungan terkait dengan "digitalisasi" ekonomi dan masyarakat, termasuk pengembangan layanan pintar, data pintar, teknologi cloud, jaringan digital, ilmu digital, pendidikan digital, dan lingkungan digital untuk hidup. Sementara itu World Economic Forum atau WEF (Gleason, 2018) yang menjelaskan bahwa sepuluh keterampilan teratas yang akan dibutuhkan dalam urutan prioritas oleh pengusaha pada tahun 2020 adalah penyelesaian masalah yang kompleks, pemikiran kritis, kreativitas, manajemen sumber daya manusia, koordinasi dengan orang lain, kecerdasan emosi, penilaian dan pengambilan keputusan, orientasi layanan, negosiasi, dan fleksibilitas kognitif.…”

Section: Pendahuluanunclassified

Efektivitas blended learning dalam inovasi pendidikan era industri 4.0 pada mata kuliah teori tes klasik

Setiawan¹,

Mardapi²,

Pratama³

et al. 2019

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Tujuan penelitian ini terdiri dari: 1) mengeksplorasi pelaksanaan blended learning mata kuliah teori tes klasik; 2) mengembangkan sistem pembelajaran blended learning; dan 3) melihat efektivitas pelaksanaan pembelajaran blended learning di pascasarjana Universitas Negeri Yogyakarta. Metode yang digunakan adalah penelitian partisipatoris tindakan dengan analisis deskriptif kuantitatif. Subjek yang digunakan adalah 18 siswa pascasarjana pada Penelitian dan Evaluasi Pendidikan dengan satu orang pengampu dan satu orang tutor. Hasil penelitian menunjukkan pembelajaran Blended Learning merupakan pembelajaran berbasis Active Learning yang sangat baik untuk di implementasikan pada pendidikan tinggi. Dengan kriteria utama yang harus dilakukan yaitu: 1) kesiapan fasilitas sistem dan perencanaan yang matang; 2) pengembangan konten yang lengkap dan menarik; dan 3) monitoring dan evaluasi secara rutin pada proses pembelajaran. Pembelajaran Blended pada Mata Kuliah TTK yang dilaksanakan pada satu semester memiliki kelebihan yaitu penyiapan materi dan relevansi materi yang disajikan sangat baik. Akan tetapi, masih ada kelemahan yaitu implementasi pembelajaran aktif masih belum maksimal disebabkan masih adanya proses adaptasi dari dosen dan mahasiswa karena sebelumnya belum pernah dilakukan perkuliahan berbasis Blended.Kata kunci: Inovasi, pembelajaran, teori tes klasikEffectiveness of blended learning in industrial era educational innovations 4.0 on classical test theory coursesAbstractThe purpose of this study consists of 1) to explore the implementation of classical learning theory approaches blended learning; 2) the development of a coeducational learning system, and 3) the effectiveness of implementing coeducational education in graduate courses at Yogyakarta State University. The method used is participatory research work with quantitative descriptive analysis. The materials used were 18 graduate students in research and educational assessment with one supervisor and one teacher. The results showed that blended learning is active learning based on learning and is very good to implement in higher education. With the main criteria to be done, namely; 1) readiness of system facilities and careful planning; 2) the development of complete and exciting content. 3) Monitoring and evaluation the learning process regularly. Combined learning in TTK courses conducted in one semester have advantages, namely the preparation of materials and the importance of the materials provided very well. However, there is still a weakness that the implementation of active learning is still not ideal because there is still an adaptation process of lecturers and students because previously, blended-based lectures never took place.Keywords: Educational learning, classical test theory, innovative

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“…Therefore, to form the needed 4IR competencies, emphasis on general and professional skills is required, broadened instructional methodologies, interdisciplinary and transdisciplinary teaching and learning, and research-led project-based learning needs to be integrated into HE engineering pedagogy. Importantly for 4IR competencies virtual laboratory practices need to be developed, and co-curricular activities and experiential learning need to be better funded and integrated (Carter, et al, 2016;Gleason, 2018;Janssen, et al, 2106;Möller, & Vakilzadian, 2016;Tisch, et al, 2016). Connections of academia with industrial and business companies are necessary to implement work based learning and practice to solve problems for the global community (National Academy of Sciences, Engineering and Medicine, 2017).…”

Section: The Fourth Industrial Revolution Engineering Competencies Anmentioning

confidence: 99%

Approaches in Developing Undergraduate IT Engineering Curriculum for the Fourth Industrial Revolution in Malaysia and Vietnam

Lieu

Duc

Gleason

et al. 2018

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Curricula have important effects on students' professional skills. To prepare for the fourth industrial revolution (4IR), countries are recommended to implement new curricula to develop new competencies for the automation workforce. As Information technology (IT) lays the foundations for the core 4IR-relevant emerging technologies (big data, internet of things, artificial intelligence, etc.), countries have developed new IT engineering curricula to prepare engineers for the 4IR. By conducting a structured focused comparison for bachelor IT curricula containing core 4IR modules of 57 Vietnamese and 35 Malaysian universities, this research aims to find appropriate approaches in developing curricula to prepare 4IR competencies for IT engineering students for Malaysia, Vietnam and implications for other nations. The research found that, only new stand-alone curricula with a focus on 4IR competencies can prepare engineers for the 4IR. It then provides seven lessons for designing new 4IR engineering curriculum and for continuing studies on 4IR-ready curriculum.

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Higher Education in the Era of the Fourth Industrial Revolution

Cited by 185 publications

References 6 publications

The Implementation of Academic Responsibility in Higher Education: A Case Study

The Implementation of Academic Responsibility in Higher Education: A Case Study

Efektivitas blended learning dalam inovasi pendidikan era industri 4.0 pada mata kuliah teori tes klasik

Approaches in Developing Undergraduate IT Engineering Curriculum for the Fourth Industrial Revolution in Malaysia and Vietnam

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