Resources and competencies as major determinants of university models 4.0

Abstract

The article considers the concept of resources and competences in the context of the transition of universities to a new generation model - “University 4.0.” Based on an analysis of the historical variability of university models, it is justified that resources and competencies act as the main determinants of the 4.0 university model in the modern realities of higher education. The analysis of sources claims that the movement from University 1.0 to University 4.0 increases the level of “transition” of talent and knowledge. In this way, the authors reach to the concept of “resources,” as supra-competent determinants of the growth of the university. Based on the analysis of the global challenges of the modern world, the need to distinguish the spiritual mission of universities as important actors in the development of modern society is justified. Is presented the model of the University of the Fourth Generation, developed by Al-Farabi KazNU.

University 4.0: Digital Transformation of Higher Education Evolution and Stakes in Morocco

“…By investing in research and development, they are creating innovations and acquiring a leading role in the current new technological configuration. According to Madaliуeva, et al, (2020), it is the faculty that enables the university to develop, to participate in opening up and solving the challenges present in the new fields of knowledge. In order to reinvent itself, the university must implement and encourage the integration of new information and communication technologies for teaching in teaching and learning, always on the basis of scientific research, while promoting new forms of organisation, new methods.…”

“…According to, Madaliуeva, et al, (2020), with the upgrading of traditional industries and the advent of Industry 4.0, the economic structure and industrial mode have undergone unprecedented changes, which means that universities have to adapt to the demand and provide responses. Madaliуeva, et al, (2020), add that the construction and exploration of new information and communication technologies for education, on the one hand, actively adapt to the changing demand for profiles in the context of industrial production and technological innovation, and on the other hand, promote institutional reform and internal development of universities. Today, the university is changing, there is no country that does not rethink the change of the model and function of its university.…”

“…Today, the university is changing, there is no country that does not rethink the change of the model and function of its university. We can even say that the country that resists change is endangering the existence of this thousandyear-old institution (Madaliуeva, et al, 2020). Various factors require a change in the university, the most representative being technological development, what society expects from the university and that it responds to economic, social and political development, which implies an internal renovation of university processes (Lapteva, and Efimov, 2016).…”