Browsing by Author "Wessels, Lizette"

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    How South African universities can contribute to preparing the future workforce for the Fourth Industrial Revolution
    (Stellenbosch : Stellenbosch University, 2020-03) Wessels, Lizette; Fourie-Malherbe, Magda; Stellenbosch University. Faculty of Education. Department of Curriculum Studies.
    ENGLISH ABSTRACT : The Fourth Industrial Revolution (Industry 4.0) is a complex phenomenon. Its transformative nature holds implications for South African universities, graduate employability and the workplace. Artificial intelligence (AI), machine learning, automation and digital technology, amongst others, have already transformed the world of work. Consequently, mismatches between graduate skills and workplace requirements have emerged which exacerbate the already high levels of unemployment in South Africa. Universities that do not adapt to the speed of innovation will become obsolete. As far as its core function, teaching and learning is concerned, a radical reconsideration of current curricula and pedagogy will be required, including the technological enhancement of teaching and learning practices. This begs the question as to how the key functions of South African universities, particularly those related to teaching and learning, should be transformed to better prepare the future workforce for the Fourth Industrial Revolution. The aim of this study was to undertake a scoping review to explore this question in more depth, presenting possible scenarios of change to be considered. Linked to the above, the sub-objectives that informed the study related to determining the role of South African universities in preparing the future workforce. Furthermore, I attempted to review, analyse and identify key themes from the scoping review results, in order to summarise and group findings together. The exploration of the literature and published research on innovative teaching and learning practices was focused on finding ways of better preparing and equipping students with the required skills for future jobs in the Industry 4.0 workplace. The results were used for developing conceptual models as a representation of the findings deriving from the scoping review. These models could inform transformation and innovation relevant to South African universities, particularly teaching and learning, to better prepare the future workforce for the Fourth Industrial Revolution. This is a non-empirical study that integrated the human capital theory as theoretical framework. The adoption of the interpretivist paradigm was largely aimed at exploring and making sense of the Fourth Industrial Revolution phenomenon. Within the interpretive paradigm, the study followed an exploratory qualitative approach. The primary research method for this study was a scoping review which formed the basis for the development of two conceptual models. The main focus of the scoping review was on gaining a comprehensive understanding of the Fourth Industrial Revolution and the implications thereof for South African universities, with specific reference to teaching and learning as one of the core functions of a university. A protocol with predefined search strategies and terms was used to search publishers’ databases for relevant resources. Development of the conceptual models commenced after conducting a broad review of literature by consulting peer-reviewed journal articles, books/monographs, conference papers and other relevant resources, to identify and outline the core concepts and possible relationships in the different models. The result of this study could point to developing better practices towards equipping students with the required skills, thus improving graduates’ future success in the Industry 4.0 workplace. The conceptual models and findings provide a transformation roadmap - giving direction in preparing the future workforce and initiating a new University 4.0.