The Institutional Model of Formation and Development of Industry 4.0 in the Conditions of Knowledge Economy’s Formation

Galushkin, Alexander A.; Nazarov, Andrey G.; Sabyna, Elena N.; Skryl, Tatiana V.

doi:10.1007/978-3-319-94310-7_22

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Seemingly (Li and Herd, 2017), recommended allowing the workers job-based learning through the stimulation of HRD interventions and workers' individual preferences. It is further mentioned that HRD is no longer a stranger since various forms of technology has been introduced over time, and the quest for shaping the digital skills for better productivity, for which, the learning process need to be institutionalized (Galushkin et al, 2019). Personalized support services must be extended to the workers to expedite their learning process by adopting relevant principles of transformation, job rotation and knowledge sharing.…”

Section: Discussionmentioning

confidence: 99%

“…Abdin et al (2020) recommended that the government of Bangladesh could play a pivotal role to subsidize or incentivize millions of RMG workers for maintaining the skill gap as well as workforce mobility in the apparel industry of Bangladesh (Abdin, 2020). In fact, the advancement of digital technologies demands continuous learning and development strategies as well as the institutionalization of employee development programs (Galushkin et al, 2019). Similarly, the RMG authority could offer a task-oriented training IJM 43,2 program to alter the potential job losses by automation with the collaboration of educational institutes and other actors of the apparel industry (Lee, 2020).…”

Section: Problem Statementmentioning

confidence: 99%

“…Thus, this pressure can ensure workforce skill development for 4IR through isomorphic innovations in the apparel industry. Certainly, it requires normative pressure from the institutional stakeholders and incremental workforce development programs to ensure the competency of adopting 4IR technologies (Alziady and Enayah, 2019; Galushkin et al. , 2019) (see Figure 1).…”

Section: Theoretical Modelmentioning

confidence: 99%

“…(2020) recommended that the government of Bangladesh could play a pivotal role to subsidize or incentivize millions of RMG workers for maintaining the skill gap as well as workforce mobility in the apparel industry of Bangladesh (Abdin, 2020). In fact, the advancement of digital technologies demands continuous learning and development strategies as well as the institutionalization of employee development programs (Galushkin et al. , 2019).…”

Section: Introductionmentioning

confidence: 99%

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Human resource development 4.0 (HRD 4.0) in the apparel industry of Bangladesh: a theoretical framework and future research directions

Alam

Dhamija

2022

IJM

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PurposeThe transition from Industry 3.0 to the fourth industrial revolution was a big jump that created a vacuum in many developing countries. Drawing upon institutional theory and resource-based view theory, the current study proposes a theoretical model linking the institutional pressures and resources (workforce skills) in context to the apparel industry of Bangladesh.Design/methodology/approachThis study adopts a qualitative approach involving 20 semi-structured interviews, followed by thematic analysis using NVivo 12 software. The researchers impose both deductive and inductive thematic analysis to generate themes. The data analysis involves various stages applying the phenomenological approaches.FindingsInstitutional pressures (coercive) positively influences the workforce skills (technical and managerial) in the fourth industrial revolution in Bangladesh apparel manufacturing industry; institutional pressures (normative) is positively related to the workforce skills (technical and managerial) in 4IR in Bangladesh apparel manufacturing industry; institutional pressures (mimetic) has shown a positive association with the workforce skills (technical and managerial) in 4IR in Bangladesh apparel manufacturing industry; workforce skills (technical and managerial) are positively influencing the development of human resource capabilities in fourth industrial revolution in Bangladesh apparel manufacturing industry.Originality/valueThis paper is the first of its kind to offer a thematic analysis on human resource development 4.0 in the apparel industry of Bangladesh. The study provides an understanding of the role of institutional pressure on workforce skill development and the adoption of 4IR technology.

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Section: Discussionmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Theoretical Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Human resource development 4.0 (HRD 4.0) in the apparel industry of Bangladesh: a theoretical framework and future research directions

Alam

Dhamija

2022

IJM

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“…The term "the Industrial Revolution 4.0" or "the fourth Industrial Revolution" was first mentioned in 2011 at the Hannover fair to introduce industrial programs 4.0, to promote the industry of automation and traditional mechanics of Germany [10]. The Industry 4.0 Expert Group presented a series of recommendations on the realization of Industry 4.0 for the German federal government [11]. Members of this expert group have been recognized as the founders and are the driving force behind the Industrie 4.0 [12].…”

mentioning

confidence: 99%

CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

Nguyen

Thai²,

Pham

et al. 2020

Int. J. Emerg. Technol. Learn.

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In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

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The Institutional Model of Building the Digital Economy in Modern Russia

Belokurova

Pizikov

Petrenko

et al. 2019

Digital Economy: Complexity and Variety vs. Rationality

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The Institutional Model of Formation and Development of Industry 4.0 in the Conditions of Knowledge Economy’s Formation

Cited by 6 publications

References 8 publications

Human resource development 4.0 (HRD 4.0) in the apparel industry of Bangladesh: a theoretical framework and future research directions

Human resource development 4.0 (HRD 4.0) in the apparel industry of Bangladesh: a theoretical framework and future research directions

CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

The Institutional Model of Building the Digital Economy in Modern Russia

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