University 4.0: A Conceptual Model for South African Universities and the Fourth Industrial Revolution

Wessels, Lizette; Wyk, Jo‐Ansie van

doi:10.1007/978-3-030-87524-4_3

Cited by 6 publications

(4 citation statements)

References 43 publications

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“…The results of the comprehensive literature review shed light on noteworthy themes and trends emanating from a thorough examination of diverse scholarly works at the intersection of the Fourth Industrial Revolution (4IR) and educational transformation. These emergent themes underscore the transformative impact of 4IR technologies on education, emphasizing the need for a multifaceted approach to skill development and ethical considerations (Wessels, 2020).…”

Section: Resultsmentioning

confidence: 99%

Metamorphosis of Learning Ecosystems in Response to The Fourth Industrial Revolution's (4IR)

Judijanto

2022

QLMN

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This review provides a comprehensive overview of the Fourth Industrial Revolution (4IR) and its educational impact. It focuses on the accelerated pace of technological advancements and the urgent need to understand how these changes affect educational systems. The research, which includes empirical studies, theoretical frameworks, and policy literature, employs a thematic analysis to identify key trends and themes using secondary data like books, research findings, and scientific journals related to 4IR. Key findings highlight the increasing demands for new skills in the workforce, ethical considerations, and the necessity for an interdisciplinary approach in education. The study underscores the transformation of education in the wake of 4IR's influence, particularly in automation and artificial intelligence (AI). It emphasizes the importance of adapting educational paradigms to address the challenges and opportunities presented by these technological advancements. The study's major implication is the need for a fundamental shift in learning ecosystems to align with the transformative power of 4IR. This involves adapting to significant changes in the educational landscape, which are necessary to facilitate user ease. Integrating modern intelligent technologies has fundamentally altered production and global supply networks, leading to increased automation, enhanced communication, and smart machines. This transformation underscores the need for educational systems to evolve and prepare for these ongoing changes.

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Section: Resultsmentioning

confidence: 99%

Metamorphosis of Learning Ecosystems in Response to The Fourth Industrial Revolution's (4IR)

Judijanto

2022

QLMN

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“…Ideally, both models should be implemented simultaneously to provide optimal learning and training conditions for each graduate. While technology is the main driver and anchor of 4IR, some of the 4IR requirements can be met by the adaptive management and highly qualified teaching staff willing to understand the needs of current and future students (Wessels and van Wyck, 2022).…”

Section: Analysis Of University Management Experience Within the Conc...mentioning

confidence: 99%

“…In special literature (Shahroom and Hussin, 2018;Gresse von Wangenheim et al, 2021;Wessels and van Wyck, 2022), it is noted that universities have recently put forward their innovative entrepreneurial university feature in marketing activities, one of the forms of such activity is e-learning (Suprunenko and Masyuk, 2020). However, the following question arises to what extent students, who are the real target group of universities, are accounted for in the university entrepreneurship ecosystem?…”

Section: Introductionmentioning

confidence: 99%

University 4.0 concept: educational and scientific policies, innovative development of vocational education and training

et al. 2023

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The paper aims to generalize theoretical and practical aspects of educational and scientific policies and management of the vocational education innovative development within a University 4.0 model. The study of the University 4.0 continuum in this paper is based on a systematic approach. Our research content and construct validity, and reliability of its results were analyzed at the stage of developing a University 4.0 scale of environments using the SPSS (Statistical Package for the Social Sciences) and LISREL (Linear Structural Relations) software packages. Based on an explanatory factor analysis we developed a three-dimensional indicative scale of environments for an innovative entrepreneurial university. The efficient and reliable tool which is offered for assessing the internal environments of an innovative entrepreneurial university and its activities as a University 4.0 type is scaling. By scaling the University 4.0 environments our universities could succeed in upgrading their innovative entrepreneurial characteristics aimed to benefit their students, government agencies, and the entire economy at the macro level.

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“…Thetwentyfirstcenturyjobenvironmentwillrequirenewskills,digitaladjustment andthepossibilityofgeneratingwealthwherenophysicalresourcesexistedbutthey arenotasdifficulttocomprehendassomebelieved.Thedigitalscenariowillspell howinnovativesoftwareenterprisescanbeusedtobuildsmarteconomyandsustain it.Thefuturecouldbefarbrighterforeducationwithincreaseinproductivityand supply chain as many information manufacturing companies will emerge without physical dependency on any tangible raw materials for operation and cooperation. Severalcompanieswilladoptartificialintelligence(AI)andmachinelearningfarmore widelynotonlyforproductionbutalsoforhumanservicesandsocietyextremedigital automation (Sharp,Ak,&HedbergJr,2018).Whileitwillnottaketimetohappen, thatwillbroadenthefutureinfluenceofcloudbasedsoftwaretoimpactsignificantly ontheeconomyandeducationwidespace.Theartificialintelligence(AI),machine learning,e-learningeducation,InternetofThings,industrialautomationsetc,asso manyeconomistsassumedarerobotstakinghumanjobsleavingthesocietywithtoo many unemployable human beings (Wessels, 2020). But such represents intelligent software for data analysis, computation efficiency and process management.…”

Section: Introductionmentioning

confidence: 99%

Multimedia Information System (MIS) for Knowledge Generation and ICT Policy Framework in Education

Matthew

Kazaure

Haruna

2020

International Journal of Information Communication Technologies and Human Development

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The digital characteristics of the 21st century business and academic environment had become increasingly dependent on the software system and ICT policy configuration to maintain smart operations as the global world is increasingly becoming internet-driven and computer database centred. The role of the information system otherwise regarded as the federated multimedia digital library, ICT policy framework implementation, and e-learning education in the academic sustainability of the developing nations such Nigeria and Africa is to ensure free circulation of knowledge within digital information ecosystem. As the global world evolve into digital economy with ever increasing possibility of software technology (information system) taking greater percentage of the entire world existence in the near future for educational automation. This current paper is of the opinion that educational investment in the 21st century should embrace technological innovation, software consolidation, and ICT infrastructure in transforming education and making it flexible for easy management.

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University 4.0: A Conceptual Model for South African Universities and the Fourth Industrial Revolution

Cited by 6 publications

References 43 publications

Metamorphosis of Learning Ecosystems in Response to The Fourth Industrial Revolution's (4IR)

Metamorphosis of Learning Ecosystems in Response to The Fourth Industrial Revolution's (4IR)

University 4.0 concept: educational and scientific policies, innovative development of vocational education and training

Multimedia Information System (MIS) for Knowledge Generation and ICT Policy Framework in Education

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