The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective
Industry 4.0, whose effects have been more and more noticeable in recent years, and the digital change it brings call for a new educational model that aligns university instructional processes and curricula with the demands of business. This approach, known as University 4.0, intends to promote more...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2024-03-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440241236578 |
| _version_ | 1797242521018957824 |
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| author | Tulay Ilhan-Nas Aysegul Saglam Tarhan Okan Iskender Peker |
| author_facet | Tulay Ilhan-Nas Aysegul Saglam Tarhan Okan Iskender Peker |
| author_sort | Tulay Ilhan-Nas |
| collection | DOAJ |
| description | Industry 4.0, whose effects have been more and more noticeable in recent years, and the digital change it brings call for a new educational model that aligns university instructional processes and curricula with the demands of business. This approach, known as University 4.0, intends to promote more technology-based applications, the power of innovation, the training of skilled specialists to satisfy industrial needs, and the development of competences that can achieve multidisciplinary projects. It is of utmost importance to adapt late-industrializing nations’ educational systems, such as Turkey’s, to this change process. The aim of this research, which takes the Turkish context as a reference, is to reveal how the curricula and educational processes of business schools should be shaped with a perspective that takes into account the human resources requirements of industry 4.0. A decision-making technique that integrates QFD, Delphi, and DEMATEL methods was employed in the study. The results clearly show that the most important expectation for social stakeholders is to provide university-industry cooperation. However, some of the most pressing problems include applied learning through collaborative educational experiences, teamwork skills, changing roles and competencies of academics. The findings point out that the educational activities of business schools must be linked with industry expectations through technology-based training activities and teamwork. |
| first_indexed | 2024-04-24T18:40:32Z |
| format | Article |
| id | doaj.art-00179cb7deab4e21afdf0df8ed58fb78 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-24T18:40:32Z |
| publishDate | 2024-03-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-00179cb7deab4e21afdf0df8ed58fb782024-03-27T13:04:14ZengSAGE PublishingSAGE Open2158-24402024-03-011410.1177/21582440241236578The Status of University Business Schools Regarding Industry 4.0: From the Turkish PerspectiveTulay Ilhan-Nas0Aysegul Saglam1Tarhan Okan2Iskender Peker3Karadeniz Technical University, Trabzon, TurkeyKaradeniz Technical University, Trabzon, TurkeyBandirma Onyedi Eylul University, Balikesir, TurkeyGumushane University, Gumushane, TurkeyIndustry 4.0, whose effects have been more and more noticeable in recent years, and the digital change it brings call for a new educational model that aligns university instructional processes and curricula with the demands of business. This approach, known as University 4.0, intends to promote more technology-based applications, the power of innovation, the training of skilled specialists to satisfy industrial needs, and the development of competences that can achieve multidisciplinary projects. It is of utmost importance to adapt late-industrializing nations’ educational systems, such as Turkey’s, to this change process. The aim of this research, which takes the Turkish context as a reference, is to reveal how the curricula and educational processes of business schools should be shaped with a perspective that takes into account the human resources requirements of industry 4.0. A decision-making technique that integrates QFD, Delphi, and DEMATEL methods was employed in the study. The results clearly show that the most important expectation for social stakeholders is to provide university-industry cooperation. However, some of the most pressing problems include applied learning through collaborative educational experiences, teamwork skills, changing roles and competencies of academics. The findings point out that the educational activities of business schools must be linked with industry expectations through technology-based training activities and teamwork.https://doi.org/10.1177/21582440241236578 |
| spellingShingle | Tulay Ilhan-Nas Aysegul Saglam Tarhan Okan Iskender Peker The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective SAGE Open |
| title | The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective |
| title_full | The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective |
| title_fullStr | The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective |
| title_full_unstemmed | The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective |
| title_short | The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective |
| title_sort | status of university business schools regarding industry 4 0 from the turkish perspective |
| url | https://doi.org/10.1177/21582440241236578 |
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