Professional skills in the Product Development Process: the contribution of learning environments to professional skills in the Industry 4.0 scenario

Sallati, Carolina; Bertazzi, Júlia de Andrade; Schützer, Klaus

doi:10.1016/j.procir.2019.03.214

Cited by 35 publications

(23 citation statements)

References 15 publications

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“…Essential competencies for Industry 4.0 Intercultural skills, language skills, communication and networking skills, leadership skills, ability to compromise and cooperate, ability to work in teams, ability to transfer knowledge, and acceptance of changeAhmed et al (2012),Asonitou (2015),Fitsilis et al (2018),Hecklau et al (2016), Hollister et al (2017,Katarzyna and Anna (2017),Popkova and Zmiyak (2019),Rahmat et al (2019),Sallatia et al (2019),Suleman and Laranjeiro (2018),Supjarerndee et al (2002) …”

mentioning

confidence: 99%

Future competencies for three demanding careers of industry 4.0: Robotics engineers, data scientists, and food designers

Rawboon

Yamazaki

Klomklieng

et al. 2021

J of Competency-Based Ed

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Introduction The Asian region is now a pivotal driver of global economic growth. Urgent discussions are thus mandated on the forthcoming demands for qualifications generating broad‐based knowledge and skillsets related to emergent challenges posed by the new industrial revolution. A survey of competencies that will be required is crucial for Asian universities and higher education institutions in other regions because a large percentage of university graduates are shortly likely to work in Asian countries. Objective This paper identified the future competencies for three careers that are representative of the demand for highly skilled personnel needed in potential industries during Industry 4.0: robotics engineers, data scientists, and food designers. Methods This study describes the insights attained through a literature review, followed by an intensive investigation of the required competencies via focus group discussions and individual interviews. A questionnaire survey was administered and in‐depth interviews were conducted to confirm the future competencies essential for the three stated careers. Finally, the robustness of the conducted analyses was verified. Results The findings revealed the demand for a diverse mix of competencies in the current and prospective Industry 4.0 environment. Future employers are likely to highlight multidisciplinary skills that may be categorized into three crucial groups: social, personal, and methodological. Conclusion Universities and higher education institutions across the world should inculcate the required competencies in students to foster necessary knowledge and skills to meet the demands of changing workplaces and promising opportunities over the next decade.

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confidence: 99%

Future competencies for three demanding careers of industry 4.0: Robotics engineers, data scientists, and food designers

Rawboon

Yamazaki

Klomklieng

et al. 2021

J of Competency-Based Ed

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show abstract

“…In order to prepare employees on those upcoming challenges, researchers developed so-called learning factories for practical training [50,51,[97][98][99][101][102][103][104][105][106][107][108][109][110]. Their aim is to transfer the knowledge of theoretical research into the shop floor and to prepare workers and students.…”

Section: Learning Factoriesmentioning

confidence: 99%

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

Rupp

Schneckenburger

Merkel

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Industry 4.0 was introduced in 2011 and since then has been perceived in multiple ways such as a vision, a paradigm, a scenario or as a digital revolution in production and service organizations. Even though Industry 4.0 is associated with great improvements for companies, there is still a lack of a uniform definition of the term Industry 4.0, especially when it comes to the transfer of knowledge from theoretical research to the implementation in organizations, which leads to confusion and disaffirmation. The lack of a clear structure and a holistic definition of the research topic Industry 4.0 inhibits the development of new business areas and new research approaches. To target this fundamental gap, a methodology is developed and the 338 most relevant publications are analyzed in the database of ScienceDirect starting from 2015. Based on those publications, the field of Industry 4.0 is structured. A consistent and comprehensive definition for Industry 4.0 is introduced by using a bibliometric analysis. Therefore, existing descriptions are decomposed into word fragments and analyzed. It is shown that this novel approach to find a definition for the term “Industry 4.0” does not yet exist. The aim is to provide a purely objective definition based on a statistical evaluation, without restricting the selection of publications to a specific research or business area. Based on those data, a new and ubiquitous definition of Industry 4.0 is formed, discussed and validated on practical examples.

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“…In the literature review, [5] also mentioned, that professionals and higher education students, should follow the evolution and changes required by the labour market, and develop their skills. For Kaplan and Haenlein [6], it is important to train people with digital skills, namely, basic knowledge of AI and programming, to respond to the companies that are looking for professionals for technical staff, with a need for knowledge in the areas of technology and innovation [19].…”

Section: Skills and Participationmentioning

confidence: 99%

“…With the new trends, as well as the new skills required by the labour market [5], companies and higher education institutions (HEIs) saw the need to train people with digital skills and basic programming knowledge [6]. Competitiveness in higher education has been growing between Institutions and Countries and European universities have changed their teaching methods [7], to prepare increasingly more qualified professionals in different areas of knowledge [8].…”

Section: Introductionmentioning

confidence: 99%

How Higher Education Institutions Are Driving to Digital Transformation: A Case Study

Teixeira

Gonçalves

Taylor³

2021

Education Sciences

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In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic positioning of companies, contributing to society and the environment, but beyond technological evolution, it also brings social and cultural changes. With the new trends, companies saw the need to train people with digital skills and higher education institutions (HEIs) were forced to change their teaching methods to keep up with the new demands of the labour market. In this context, it is intended to identify the influence that HEIs play in the digital development of regions, in this case, the influence of Public Polytechnic Institutes of Porto in the development of the Metropolitan Area of Porto. The methodology adopted to answer the objectives of this study and research questions formulated, was an exploratory study, using semi-structured interviews and questionnaires. The results obtained allowed us to verify the positive influence of HEIs in the digital development of the Metropolitan Area of Porto. As well as identify the motivations that lead companies to participate in digital transformation initiatives, identify the skills needed to meet the demands of the labour market and identify the efforts made by HEIs to keep up with the digital evolution of society.

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Professional skills in the Product Development Process: the contribution of learning environments to professional skills in the Industry 4.0 scenario

Cited by 35 publications

References 15 publications

Future competencies for three demanding careers of industry 4.0: Robotics engineers, data scientists, and food designers

Future competencies for three demanding careers of industry 4.0: Robotics engineers, data scientists, and food designers

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

How Higher Education Institutions Are Driving to Digital Transformation: A Case Study

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