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

Africa and the Fourth Industrial Revolution: University 4.0: A Conceptual Model for South African... [We argue that Africa has a rightful place in the 4IR. We focus on the higher education sector (universities only), with a specific focus on South Africa. We argue that South African universities stand to benefit from the 4IR. In order to achieve what we term University 4.0, we propose two conceptual models, designated as the macro- and micro-models, as a blueprint for institutional renewal (the macro-model) aligned with the envisaged demands of the 4IR. The micro-model proposes that teaching and learning stand to benefit too. Ideally, both models should be implemented simultaneously to provide the optimum education conditions and preparation for each graduate. Whereas technology is the main driver and anchor of the 4IR, some of the demands of the 4IR can be met by leadership adaptability, staff preparedness and an awareness of the needs of the current and future student population. Therefore, we propose these models as practical and achievable tools to enable Africa’s young student population.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

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

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References (34)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
ISBN
978-3-030-87523-7
Pages
33 –66
DOI
10.1007/978-3-030-87524-4_3
Publisher site
See Chapter on Publisher Site

Abstract

[We argue that Africa has a rightful place in the 4IR. We focus on the higher education sector (universities only), with a specific focus on South Africa. We argue that South African universities stand to benefit from the 4IR. In order to achieve what we term University 4.0, we propose two conceptual models, designated as the macro- and micro-models, as a blueprint for institutional renewal (the macro-model) aligned with the envisaged demands of the 4IR. The micro-model proposes that teaching and learning stand to benefit too. Ideally, both models should be implemented simultaneously to provide the optimum education conditions and preparation for each graduate. Whereas technology is the main driver and anchor of the 4IR, some of the demands of the 4IR can be met by leadership adaptability, staff preparedness and an awareness of the needs of the current and future student population. Therefore, we propose these models as practical and achievable tools to enable Africa’s young student population.]

Published: Nov 10, 2021

Keywords: 4IR; Africa; Conceptual models; Fourth Industrial Revolution; Higher education; Industry 4.0; Institutional Change 4.0; Skills; Skills 4.0; South Africa; Teaching and learning; Teaching and Learning 4.0; Universities; University 4.0

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