Leading higher education into the fourth industrial revolution: an empirical investigation
The Fourth Industrial Revolution (4IR) rapidly advanced at the beginning of the 21st century. Leaders within organisations need to adjust their visions, plans, organisational structures, and management with regard to the demands, challenges and opportunities of this development. This is in particula...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1242835/full |
| _version_ | 1797730980137533440 |
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| author | Shwetha Singaram Claude-Hélène Mayer Rudolf M. Oosthuizen |
| author_facet | Shwetha Singaram Claude-Hélène Mayer Rudolf M. Oosthuizen |
| author_sort | Shwetha Singaram |
| collection | DOAJ |
| description | The Fourth Industrial Revolution (4IR) rapidly advanced at the beginning of the 21st century. Leaders within organisations need to adjust their visions, plans, organisational structures, and management with regard to the demands, challenges and opportunities of this development. This is in particular the case in higher educational institutions (HEIs), which have to adjust to the rapid changes and new demands of skills of university graduates. Leaders in HEIs must therefore be aware of the related challenges and opportunities and might have to adjust the learning and teaching environment, the skills development of students, graduates, and faculty, as well as the technological requirements to create advanced skill sets. This article is based on a qualitative research study which was conducted at a university in South Africa. In-depth, semi-structured interviews were used to explore the views of higher-education leaders at the selected university. Data were analysed through thematic analysis. It was found that leaders in HEIs need to be aware of their leadership and preferences in times of transition toward a more technologised learning environment, as well as the needs, demands, challenges and opportunities of the new workplaces, and new skill sets needed in the 4IR. The researchers made some recommendations.“Education is the key that unlocks the golden door to freedom.” George Washington Carver. |
| first_indexed | 2024-03-12T11:52:43Z |
| format | Article |
| id | doaj.art-dc76818ed6b64064a0f21775e39030e3 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T11:52:43Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-dc76818ed6b64064a0f21775e39030e32023-08-31T06:12:08ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-08-011410.3389/fpsyg.2023.12428351242835Leading higher education into the fourth industrial revolution: an empirical investigationShwetha Singaram0Claude-Hélène Mayer1Rudolf M. Oosthuizen2Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, Johannesburg, South AfricaDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, Johannesburg, South AfricaDepartment of Industrial and Organisational Psychology, University of South Africa, Pretoria, South AfricaThe Fourth Industrial Revolution (4IR) rapidly advanced at the beginning of the 21st century. Leaders within organisations need to adjust their visions, plans, organisational structures, and management with regard to the demands, challenges and opportunities of this development. This is in particular the case in higher educational institutions (HEIs), which have to adjust to the rapid changes and new demands of skills of university graduates. Leaders in HEIs must therefore be aware of the related challenges and opportunities and might have to adjust the learning and teaching environment, the skills development of students, graduates, and faculty, as well as the technological requirements to create advanced skill sets. This article is based on a qualitative research study which was conducted at a university in South Africa. In-depth, semi-structured interviews were used to explore the views of higher-education leaders at the selected university. Data were analysed through thematic analysis. It was found that leaders in HEIs need to be aware of their leadership and preferences in times of transition toward a more technologised learning environment, as well as the needs, demands, challenges and opportunities of the new workplaces, and new skill sets needed in the 4IR. The researchers made some recommendations.“Education is the key that unlocks the golden door to freedom.” George Washington Carver.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1242835/fullfourth industrial revolution (4IR)technologyhigher educationleadersskills |
| spellingShingle | Shwetha Singaram Claude-Hélène Mayer Rudolf M. Oosthuizen Leading higher education into the fourth industrial revolution: an empirical investigation Frontiers in Psychology fourth industrial revolution (4IR) technology higher education leaders skills |
| title | Leading higher education into the fourth industrial revolution: an empirical investigation |
| title_full | Leading higher education into the fourth industrial revolution: an empirical investigation |
| title_fullStr | Leading higher education into the fourth industrial revolution: an empirical investigation |
| title_full_unstemmed | Leading higher education into the fourth industrial revolution: an empirical investigation |
| title_short | Leading higher education into the fourth industrial revolution: an empirical investigation |
| title_sort | leading higher education into the fourth industrial revolution an empirical investigation |
| topic | fourth industrial revolution (4IR) technology higher education leaders skills |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1242835/full |
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