14- https://doi.org/10.1108/s1877-636120220000028005
Personality Development in Higher Education in the Era of Industry 4.0: Comparing Educational Practices and Philosophies in Industry 1.0 and Industry 4.0
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Abstract Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of 'positive freedom'. Keywords Competencies Higher education Industry 1.0 and 4.0 Personal development Personal freedom Soft skills Citation Stek, K. (2022), "Personality Development in Higher Education in the Era of Industry 4.0: Comparing Educational Practices and Philosophies in Industry 1.0 and Industry 4.0", Bondarouk, T. and Olivas-Luján, M.R. (Ed.) Smart Industry – Better Management (Advanced Series in Management, Vol. 28), Emerald Publishing Limited, Bingley, pp. 35-50. https://doi.org/10.1108/S1877-636120220000028005 Publisher: Emerald Publishing Limited Copyright © 2022 Klaas Stek. Published by Emerald Publishing Limited. This work is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this book (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode. License This work is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this book (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode. Introduction – Is Soft Skills Education in the First Industrial Revolution a Lesson for the Fourth Industrial Revolution? The Fourth Industrial Revolution or Industry 4.0 is the subject of discourse on its implication on individuals and the requirements for their personal development. The term Industry 4.0 (or Industrie 4.0) was first introduced at the Hannover Messe (Hannover Fair) in Germany in 2011 (Kagermann, Wahlster, & Helbig, 2013). The World Economic Forum (WEF), in cooperation with The Boston Consulting Group, combined the digital challenges of Industry 4.0 (Schwab, 2016) with future job environment requirements to shift towards Industry 4.0 (WEF, 2015). WEF (2015) formulated a range of 16 crucial skills, which students should possess. This twenty-first century skill-set consists of six cognitive skills that WEF calls Foundational Literacies – how students apply cores skills to everyday tasks: literacy/ability to read and write, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy (WEF, 2015, p. 3). WEF (2015) further proposes three interpersonal skills: communication, collaboration and leadership and seven character traits or virtues, which also can be defined as intrapersonal traits: critical thinking/problem-solving, creativity, curiosity, initiative, persistence, adaptability, and social and cultural awareness (WEF, 2015, p. 3). WEF groups these in slightly different compositions as Competencies – how students approach complex challenges and Character Qualities – how students approach their changing environment (WEF, 2015, p. 3). WEF underlined that To thrive in the twenty-first century, students need more than traditional academic learning. They must be adept at collaboration, communication and problem solving, which are some of the skills developed through social and emotional learning (SEL). Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy (WEF, 2016, p. 4). In these ideas, the statement of the European education ministers resounds in which they issued in 2009. In their statement, the European education ministers rejected the traditional, classical, frontal, teacher-centred learning where the lecturer has an active role in 'transferring' primarily cognitive skills with frontal education. Instead, they promoted a student-centred learning approach, where students take the active role in their learning: Student-centred learning (…) will help students develop the competences they need in a changing labour market and will empower them to become active and responsible citizens in the future (Leuven/Louvain-la-Neuve Declaration, 2009, p. 1). The European institutions for higher education have taken and received a crucial role: Higher education should be based at all levels on the state of the art research and development thus fostering innovation and creativity in society (Leuven/Louvain-la-Neuve Declaration, 2009, p. 4). Moreover, academia and higher education promote and endorse the shift towards student-centred methods via the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA). EURASHE, EUA and the European ministers of education co-developed the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG Report, 2015). The ESG Report states that: Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process and that the assessment of students reflects this approach (…) Student-centred learning and teaching plays an important role in stimulating students' motivation, self-reflection and engagement in the learning process (ESG Report, 2015, p. 12). Most of the 16 twenty-first century skills proposed by WEF consist of interpersonal skills (three items) and intrapersonal characteristics (seven items). This chapter follows the definition of Delamare-Le Deist and Winterton (2005), who distinguished between, on the one hand, interpersonal skills and intrapersonal characteristics and, on the other hand, knowledge and professional skills; a competent professional possesses the right mix of both. These have an essential role in applying knowledge and cognitive skills in daily practice. Interpersonal skills and intrapersonal characteristics are referred to as 'soft skills' (Laker & Powell, 2011). Hence, 10 of the 16 twenty-first century skills can be seen as 'soft skills'. Hence, soft skills are crucial. They are even more important than cognitive and professional skills or 'hard skills' for a professional (Ahmed, Fernando Capretz, Bouktif, & Campbell, 2012). The presence of soft skills is an excellent forecaster to success in life, and an absence appears to be causing the ending of a labour relationship rather than a lack of cognitive skills (Ahmed et al., 2012; Heckman & Kautz, 2012; Zunk & Sadei, 2015). Stek and Schiele (2021) provided quantitative evidence that soft skills are necessary conditions to carry out hard skills, meaning that the absence of soft skills is problematic for carrying out professional tasks. WEF underlines that soft skills will become increasingly vital for the workforce and to equip students to succeed in the swiftly evolving digital economy (WEF, 2016, p. 4) and to empower them to become active and responsible citizens in the future (Leuven/Louvain-la-Neuve Declaration, 2009, p. 1). Lecturers in higher (business) education should formalize intended learning outcomes for soft skills and introduce learning objectives that cover the context of future requirements caused by the challenges of sustainability and the Internet of Things (e.g. Bals, Schulze, Kelly, & Stek, 2019; Stek, 2021a; Stek & Schiele, 2021). Remarkably, academic courses and tracks have been evaluated for not or almost not learning and developing soft skills (Birou, Lutz, & Zsidisin, 2016; Hoidn, 2017; Wong, Grant, Allan, & Jasiuvian, 2014). Although institutions for higher education need to anticipate the challenges of the twenty-first century, Fawcett and Rutner (2014) have found that higher education is not evolving at the pace and in the way expected by professionals (Fawcett & Rutner, 2014, p. 181). In job advertisements, 50% of job requirements the employers demand are soft skills (Stek, Zunk, Koch, & Schiele, 2021). Employers notably value intrapersonal abilities, but they seldom explicitly emerge in academic curricula (Hoidn, 2017). Thus, in higher education courses, a significant role is given to the transfer of knowledge and theory, and in parallel, these courses are not equipped or primarily focused on developing soft skills. Higher education failed to formalize soft skills learning objectives. Their challenge is to offer students soft skills to prepare them into another mode of citizenship, active and responsible. Concluding, the logic that soft skills are necessary to carry out hard skills is confirmed in the literature (e.g. Stek & Schiele, 2021). The shift towards a new era demands a new type of citizenship. However, it is unclear whether soft skills development can create better, more active or responsible citizens. Therefore this research deepens the following research question: RQ1a: can soft skills development in education lead to improved citizenship? RQ1b: if so, how must soft skills development be applied to improve citizenship? The twenty-first century skills are associated with Industry 4.0, which challenges the workforce with further digitalization and, in parallel, sustainability issues. The question arises whether in modern history shifts have been detected in which competence requirements changed significantly and another form of citizenship was required. Currently, the Fourth Industrial Revolution takes place. In the early nineteenth century, during the First Industrial Revolution, a similar discourse took place. It was led by the Prussian educator Wilhelm von Humboldt (1767–1835), who promoted Bildung, the educational ideal of developing personal skills, traits and virtues for better citizenship, instead of preparing students for vocational purposes (Schaffar & Uljens, 2015). This leads to the following research questions: RQ2a: how did educators prepare their learners with soft skills education during the First Industrial Revolution? RQ2b: which lessons can be drawn from educational insights and practices during the First Industrial Revolution? Therefore, this chapter presents a study that focuses on the late-eighteenth and nineteenth century attention for soft skills development and describes the educational and philosophical insights in Western Europe. The recent call for improved citizenship resounds from that era, and the backgrounds, insights and lessons learned are described in the remainder of this chapter. This chapter alerts that soft skills education or personal skills development is prone to political points of view. Personal skills development should be a personal effort to develop according to the free will of the learner instead of being imposed on developing specific thoughts and attitudes that do not serve the individual learner but a political aim. Since imposed, constrained, political-induced 'personal development' obstructs conscious self-development, a paragraph deepens the concepts of liberty. Educational Insights from the First Industrial Revolution Von Humboldt and the Bildung Ideal – Inspired by the Ancient Greek Philosophy Von Humboldt distinguishes between two philosophical education streams, referred to with the Germanic terms Bildung and Ausbildung, commonly used in Anglophone literature. Bildung refers to the personality development and self-cultivation ideal, and it has often been linked to the Humboldtian model of higher education (Bruford, 1975), meaning that this approach intends to create graduates with developed abilities to be formed for a career or life and not only for a particular (first) job (Schaffar & Uljens, 2015). Ausbildung, in contrast, is related to acquiring the skills needed for a specific profession. It could thus be described as 'vocational training', that is Ausbildung takes a professional profile approach of teaching (cognitive) knowledge and (practical) skills and aims to create graduates ready to enter a specific job function at the labour market. The German physics Nobel price winner Werner Heisenberg (1901–1976) defined the difference between Bildung and Ausbildung: 'Bildung ist das, was übrig bleibt, wenn man alles vergessen hat, was man gelernt hat' or Bildung is that what is left over when all is forgotten what one has learned (own translation; Heisenberg, 1973, p. 105). The changing timeframe of the early nineteenth century in which Von Humboldt conceptualized the Bildung idea is reflected in the letter he wrote in 1809 to the Prussian king: People obviously cannot be good craftworkers, merchants, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. If this basis is laid through schooling, vocational skills are easily acquired later on, and a person is always free to move from one occupation to another, as so often happens in life (Günther, 1988, p. 132). Thus, citizens 'often' changed jobs two centuries ago and needed to be trained as good, upstanding, well-informed citizens. Central to Bildung is that individuals develop personal skills and traits. The purpose of Bildung does not lie outside the individual: it is not about preparing to perform specific functions or tasks in society. Bildung is a process without a fixed end goal, a continuous development of capabilities. Therefore, Bildung is never completed: it presupposes lifelong, ongoing and interacting working with the outside world on one's personal development, that is life-long learning (De Hert, Kinneging, & Colette, 2015). In 1789, Von Humboldt advocated a reorientation of political thinking inspired by the French philosopher Jean-Jacques Rousseau (1712–1778): When will man finally cease to regard the outward consequences of action with greater esteem than the inward spiritual flame of mind from which they flow; when will someone appear who will be for legislation what Rousseau was for education, who will withdraw the point of vantage from the outward physical results to the inward cultivation (Bildung) of men? (Sorkin, 1983, p. 58). Bildung is here translated as cultivation. Von Humboldt distinguished civilization, culture, and Bildung (or cultivation) as follows: Civilization is the humanization of peoples in their outward institutions and customs and the inner attitude pertaining thereto. Culture adds science and art to this refinement of the social order. But when we speak in our language of cultivation (Bildung), we mean by this something at the same time higher and more inward, namely the disposition that, from the knowledge and feeling of the entire mental and moral endeavour, pours out harmoniously upon temperament and character (Von Humboldt, 1999, pp. 34–35). Inspired by Greek philosophy, Von Humboldt compared the ancient Greek city-state's political constitution with the nineteenth century Prussian state. In the ancient Greek city-states, the direct influence on private lives was minimal. However, the influence was indirectly applied by expanding politics into personal life through education to generate loyal citizens (Sorkin, 1983). The ancient Greek education sought to mold the individual in the hard and inflexible matrix of a dominant society (Meyer, 1939, p. 1). In line with Von Humboldt's ideas, this political fashioning of private life must have had a harmful effect, because by manipulating human's inneres Dasein (or: 'inmost being'), it must have irrevocably distorted the inhabitants of the ancient Greek city-states (Sorkin, 1983, p. 60). Paradoxically, the opposite occurred, Von Humboldt notes, since the city-states endorsed happiness via the development of virtues, it promoted harmonious, individual development. In an attempt to in aiming to develop kraftvolle (i.e. temperate and energetic) citizens, the city-state gave higher impulse to their whole spirit and character (Sorkin, 1983, p. 60). Von Humboldt states that the promotion of individual virtues in the ancient Greek city-states could be copied into the Prussian state for the sake of since its aim is too eudaemonistic, that is the ethical theory promoting happiness and personal well-being as highest goals (Sorkin, 1983). By attending to man's well-being and his property, his ease and comfort, the modern state suppresses man's energies; it thwarts man's personal growth in favor of obtaining a productive and obedient citizen. The modern state must, therefore, be restricted to a negative function, providing merely the outward conditions of freedom for individual development (Sorkin, 1983, p. 60). Or as Von Humboldt noted: The State must wholly refrain from every attempt to operate directly or indirectly on the morals and character of the nation otherwise than as such a policy may become inevitable as a natural consequence of its other absolutely necessary measures; and that everything calculated to promote such a design, and particularly all special supervision of education, religion, sumptuary laws, etc., lies wholly outside the limits of its legitimate activity (Von Humboldt, 1854, p. 113). Understanding German (i.e. Prussian) society and its development and response to the modernisation process in the eighteenth century is needed to grasp the Bildung ideal (Alves, 2019). Von Humboldt (1767–1835) lived in a 'Germany' that consisted of a patchwork of small autonomous principalities, marked by a rigid social stratification and by the small despotism that left no room for individual initiative and stifled cultural creation (Alves, 2019, p. 7). However, after the Seven Years War (1756–1763), Prussia emerged as a European power (Alves, 2019, p. 7). In this modernizing society, where the development of sciences and techniques and the increasing division of labour lead to an increasing specialization of knowledge, new forms of integration and social distinction were necessary (Alves, 2019, p. 7). From 1770 to 1815, Bildung was seen in Germany as a cosmopolitan and universalist ideal that was associated with the ideas of individual autonomy and and with the of an individual with an personality (Alves, 2019, p. This educational reflected the of and understanding instead of and Prussia in the Bildung ideal found a to a of (Alves, 2019). by the ideal of in were were from The Prussian Von Humboldt and the to the Prussian educational according to their ideal of The of the was at which took into the needs and were based on the ideal of and the study of the Greek The Von University in was in based upon freedom of research and It as an for the of all the other German The educational was not to the to the world and to professional skills and knowledge, but to the inner creativity, and critical to the world and to the ideal of (Alves, 2019, p. the of the In nineteenth century the Bildung approach developed students' and character into and citizens. In parallel, in nineteenth century similar thoughts were by the on education. the of the moral of room for the (…) as as the 2019, p. was focused on the in and education during the First Industrial the and often in the his not to from and thinking about the contemporary 2019, p. his education. political economy was it was almost in the a of institutions which to the of to a 2019, p. The nineteenth century political the under which or was in the between good and private and human the of the social and the role in in the economy 2012). p. underlines that nineteenth century had an compared a century and that both cannot be easily Moreover, the of the is often associated with Management in the early Therefore, in the early nineteenth century, the as such is not and the role of in were subject of political The thoughts that were by on education have to be in that is the of the term and the the and the These by and social issues. It had new and had been with the French Revolution was its social on a (own translation; p. However, from the of these two of and the industrial took of the end of the eighteenth century, a of was not in which did not to from and it to the from which it had so all similar The to its (own translation; p. – Inspired by Von Humboldt Von in Prussia was inspired by the of freedom of the French Revolution and in by the Industrial Revolution, the was inspired by Von Humboldt's work (Von Humboldt, Von Humboldt wrote this work in Since of with the Von Humboldt to withdraw the However, individual were published in in the and the book was published in full in after the that state power was on the in of Von Humboldt, In his at the University of in inspired by Von Humboldt, the is a about what an University is It is not a of professional education. are not intended to the knowledge to for some special mode of their Their is not to or or but and human beings p. 4). The inspired von Humboldt's In the of 1789, when he Von Humboldt the French Revolution the of Von Humboldt, Inspired by the French Von Humboldt's of freedom the after and was not to book (Von Humboldt, was translated in and of of State (Von Humboldt, took Von Humboldt's ideas and Von Humboldt at the of his book The towards which every in these directly is the and essential of human development in its p. 4). his for individual freedom from a development is crucial for and development. for this development are free with different life and the of ideas to become better citizens and society. that freedom aims to serve development. adds a shift in meaning to the Humboldtian (De et al., 2015). This shift is with of a is not a to be after a model and to do the work for but a which to and develop on all according to the of the inward which it a p. The to a has two crucial the development lies in and that development would be further than Von Humboldt that individual is to human (De et al., 2015). on of the Bildung Ideal introduced in the Prussian nineteenth century by Von Humboldt, the Bildung education led to in the of the nineteenth century, by philosopher 2019). Von Humboldt's ideal of Bildung referred to personality development and self-cultivation (Bruford, and was intended as a and cosmopolitan but was used by German in the nineteenth century to the 2019, p. the Bildung an important in the of the ideal of self-cultivation after the (Alves, 2019, p. the Von Humboldt's were used to the influence on the to control society and political the (Alves, 2019). that in the the and in to and particularly to Von Humboldt, the Prussian never gave state over the educational which all its and It the to be by later Prussian (Alves, 2019). In the led the Bildung he the German of education for the Bildung ideal, it with preparing students to serve the German nation and 2019, p. Von Humboldt thoughts Bildung It is from in works that the idea of was one of his at all in his life (Bruford, p. In the Bildung refers to the academic of a particular However, Humboldt's definition is linked to the question of which
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- Jun 20, 2019
- Chinese Journal of Medical Education Research
With the development of higher education in China, the higher medical education has achieved great improvement. The development history, achievements and future direction of China's private higher education was introduced in this paper. And it put forward suggestions on how to face the challenges and to enhance connotation development of the medical college after the publishment of Privately-Run School of PR China. This study will contribute to the quick development of higher medical education. Key words: Private higher education; Private higher medical education; Private higher education history; Achievements of private higher education; The future of private higher education
- Research Article
- 49
- 10.1016/j.sbspro.2011.03.229
- Jan 1, 2011
- Procedia - Social and Behavioral Sciences
Multiculturalism and higher education in Malaysia
- Research Article
- 7
- 10.1111/ejed.12169
- Feb 18, 2016
- European Journal of Education
In the last few decades, global changes such as an ever more integrated world economy, new technologies or the emergence of an international knowledge network have increasingly determined developments in European higher education. Policymakers have addressed these challenges using processes that support the practical orientation of higher education, including university‐business cooperation. Because employers are becoming important stakeholders and partners in the creation of higher education policy, the future developers of higher education need to know what employers expect of future development and whether they will meet or resist those expectations when it comes to their input. In this article, we identify the areas that need to be improved upon and examine the ways in which employers’ experiences with higher education determine their perceptions of it. Building on the EMCOSU (Emerging Modes of Cooperation between Private Sector Organisations and Universities) survey, we analysed the responses of professionals of 397 companies based in five European countries. The analysis indicated that the level at which companies participated in university‐business cooperation strongly influenced their perception of the way higher education institutions should develop. To be precise, those with greater experience in university‐business cooperation pressed for more strategic cooperation between universities and business, more support for the international orientation of academic institutions, and less attention to the immediate valorisation of applied research, practical orientation and short‐term skill development.
- Research Article
- 4
- 10.15688/jvolsu4.2020.2.13
- May 28, 2020
- Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija
Introduction. Now China is completing the “State program for medium and long-term reform and development of education for 2010–2020.” The results achieved during the implementation of this program and the new strategy for the development of China’s education, including in the field of higher education and higher education institutions, are becoming a new subject of research in domestic science and require careful study. The purpose of the study is to characterize the current state of Chinese universities and identify a strategy for their development until 2035. Methods and materials. As research methods, analysis of open data sources and comparative analysis were used. The source base includes regulatory documents of the People’s Republic of China in the field of education (laws, the state program and state projects), CPC documents related to the development of the education system (reports of the party congress and plenum), information resources of the Ministry of Education of the People’s Republic of China (National Statistical Reports on Education Development for 2016–2018), data from QS World University Rankings and Times Higher Education World University Rankings for the period 2016–2020. Analysis. As a result of the reform, the gross enrollment ratio of high school education (10–12 grades) increased from 79.2% (2009) to 88.8% (2018), and higher education from 24.2% (2009) to 48.1% (2018). The fulfillment of the tasks of reforming the higher education system, including the implementation of Projects 211 and 985, by the beginning of the 13th five-year plan (2016) has enabled 85 Chinese universities to enter the world ranking THE (2016–2017). In 2016, China switched to a new strategy for the global development of higher education, embarking on the implementation of the “Project of First-Class Universities and Scientific Disciplines”. At the 19th CPC Congress (2017), this strategy was supplemented by the task of intensive development of higher education. Currently, the global development strategy for higher education and universities in the country is continuing as part of the overall modernization of education, according to which China plans to strengthen the combined power and influence of country’s education in the international arena by 2020, and by 2035 to increase the competitiveness of higher education in the context of transforming the country into a global educational power. Results. The results of the study include the following: 1) the current state of Chinese universities significantly exceeds the state of 2009 in both quantitative and qualitative indicators; 2) the modern strategy for the development of higher education is the strategy of global development of Chinese universities, aimed at their achievement of leading and first positions in the world, as well as strengthening the competitiveness of China’s higher education, contributing to the transformation of China into a world educational power in 2035.
- Research Article
- 308
- 10.1016/j.jclepro.2014.09.049
- Sep 28, 2014
- Journal of Cleaner Production
Fostering the incorporation of sustainable development in higher education. Lessons learned from a change management perspective
- Research Article
- 1
- 10.31470/2415-3729-2019-9-178-194
- Feb 28, 2019
- Professional Education: Methodology, Theory and Technologies
The article substantiates the priority tasks of reforming the system of higher education in Ukraine. The current state of higher professional education and its tasks are defined; the principles of modern European education are highlighted. Moreover, the components and functions of the organization of the educational process in higher education institutions are identified. The emphasis is placed on the development of pedagogical workers’ professional and pedagogical excellence, the raise of the level of their readiness to use personal development and information and communication technologies, electronic learning tools, information and analytical systems for managing the development of vocational education and students’ training. The recommendations of the European Higher Education Area regarding the development of higher education in the EU countries are substantiated. The author stresses that today one of the main principles of modern European education, which is responsible for the qualitative aspect of training and acquisition of professional competencies, is the mobility of students and teachers. It is noted that the influence of integration processes and the growing role of globalization cause the need to use the international educational standards in the field of education. The influence of reforming the system of higher education onto the creation of favorable conditions for the professional growth of a future specialist is substantiated. Over the last years the improving of the higher education quality have occupied the dominating place in the issues of ensuring the competitiveness of Ukraine’s educational system and training a personnel of a particullar qualification. The author also noted that the influence of integration processes, the growing role of globalization сause the need to use the international educational standards in the field of education. The impact of the higher education system reforming onto the creating of favorable conditions for the development of a person throughout its life, in particular, its professional growth, is theoretically grounded as the key to the development of national intellectual potential. The growing requirements for the quality of training specialists in proffesional education require further theoretical and practical development of the improvement of the system of higher professional education of Ukraine, its recognition in the European and world space, which will be an important step on the way to the professionalism of modern specialists.
- Research Article
- 21
- 10.1007/s43621-024-00432-x
- Sep 5, 2024
- Discover Sustainability
In this bibliometric study, we used the Scopus database to analyse 2188 articles on leadership development in higher education published between 2013 and 2023. We examined publication output and research interest, preferred journals, leading countries, regions, authors, articles and institutions, subject areas and author keywords. Visualisation tools such as VOSviewer were used to gain a comprehensive understanding of patterns and trends in the literature. Recent studies have underscored the importance of leadership development in higher education, particularly in the context of evolving global educational standards (Day et al., (Day et al. in Leadersh Q 25:63–82, 2014); Žalėnienė & Pereira, (Žalėnienė and Pereira in Geography Sustain 2:99–106, 2021)). The results show a fluctuating increase in literature production since 2013, with a significant increase in production after 2020. This surge is attributed to the recognition that leadership is a key competency in shaping the future, especially in the face of the complexity and uncertainty caused by the Covid-19 pandemic. The study also shows that the United States is the most productive country, accounting for more than 50 percent of the total output of the 15 most productive countries. Notably, nine of the 15 most productive universities in these major countries are located in the United States. This highlights the important role that the United States plays in leading the global focus on leadership development in higher education. This study has important implications not only for academics, but also for policy makers, educators and leaders. Through a comprehensive bibliometric analysis, our aim is to contribute to the scholarly discourse on leadership development and higher education, and to encourage deeper discussion and continued innovation in these areas. Examining the development of leadership in higher education over the past decade provides valuable insights that inform research across various social domains. It contributes to a deeper understanding of the development of the field of leadership research in higher education over the past decade, highlighting key aspects of the field, contributors, research priorities and emerging trends. Our study contributes to the achievement of Sustainable Development Goals (SDGs) by enhancing understanding of leadership development in higher education (SDG 4: Quality Education) and fostering international collaboration (SDG 17: Partnerships for the Goals) (in Transforming our world: the 2030 agenda for sustainable development, United Nations General Assembly, New York, 2015).
- Research Article
- 1
- 10.31891/2308-4081/2022-12(1)-6
- Jun 30, 2022
- Comparative Professional Pedagogy
The study of foreign experience is necessary for innovative modernization of domestic higher education. Education in Australia guarantees successful studying, mastering of the latest technologies, promising development, and successful employment of graduates in the future. That is why interest in the development trends of higher education in this country is justified. The purpose of the article is to outline the main trends in the development of higher education in Australia. In the preparation of the article a number of theoretical methods were used. Among them are general scientific (analysis, synthesis, comparison, generalization, specification, which contributed to the identification of the main ideas for determining the key trends in the development of higher education in Australia) and specific scientific (cause and effect analysis, which helped to study the influence of international and state educational policies on the development of higher education in the country). The following main trends in the development of higher education in Australia have been identified: higher education sector is developing with state funding and on the basis of forward-looking government laws, improving conditions for the provision of educational services; the Australian system of higher education successfully cooperates with the European Higher Education Area, whose integration is based on thorough observance of national traditions and trends; there is close cooperation among enterprises and universities, support and development of scientific research; The National Workforce Strategy (2022–2027) defines a coordinated approach to solve the problem of personnel control (student employment and further professional development); lifelong learning is a link to educational success. Highlighting the main trends in the development of higher education in Australia will help to further determine the specifics of the professional training of specialists in English Philology at the country’s universities.
