Abstract
Industrial revolution 4.0 is characterized with use of cyber - physical systems to automate, monitor and analyze business. The students have access to volumes of information available a click away. Developing the graduates with the futuristic skills is a major challenge in front of educators. The case discusses the pro-activeness of Rajarambapu Institute of Technology (RIT) such as designing innovative teaching strategies, preparing faculties and students and developing smart infrastructure in responding to the changing needs of the industries. At RIT, the challenges are even more intensified as most of the students are first generation learners belonging to farmers� families. Team RIT worked with a belief that together they can bring the change. The study concludes that a triangular systems approach can help the institutes transform and develop the IR4 ready graduates. The three pillars i.e. Management & faculty, industry and learning systems should be inextricably intertwined with only student as the focus to achieve the expected outcomes. The findings will also prove to be an initial source of reference for other engineering institutes to bring in the educational transformations. Although Industry 4.0 is the buzzword, very few technical institutes understand and realize the concept in detail. This case study will help technical institutes to identify the factors which they have to asses critically and act upon for preparing graduates with futuristic skills.
Highlights
From the first industrial revolution at the end of eighteenth century, which started with the use of water and steam engines, the world consistently moved through second and third industrial revolution
For shaping students for this new world, we need a planned and systematic approach and collaboration across sectors. This requires a major overhauling of Indian higher education technical educational institutes .This has put forth new challenges in front of educators of institutes imparting professional education
Some of these challenges include Training and Continuing Professional Development as priority areas for actions within industry 4.0 implementation (Kagermann, Helbig, Hellinger, & Wahlster 2013, Engineer 2020), need of New learning approaches (Abele et al, 2015, Engineer 2020) and developing Strong Skills in Human Relations (Male, Bush & Chapman 2010) .According to a survey conducted by Deloitte ( 2019) 60% of the students surveyed responded that their college or university did not prepare them for the job they want and 79% of them reflected that they had to go outside of formal college for learning the required skills
Summary
From the first industrial revolution at the end of eighteenth century, which started with the use of water and steam engines, the world consistently moved through second and third industrial revolution. For shaping students for this new world, we need a planned and systematic approach and collaboration across sectors This requires a major overhauling of Indian higher education technical educational institutes .This has put forth new challenges in front of educators of institutes imparting professional education. Some of these challenges include Training and Continuing Professional Development as priority areas for actions within industry 4.0 implementation (Kagermann, Helbig, Hellinger, & Wahlster 2013, Engineer 2020) , need of New learning approaches (Abele et al, 2015, Engineer 2020) and developing Strong Skills in Human Relations (Male, Bush & Chapman 2010) .According to a survey conducted by Deloitte ( 2019) 60% of the students surveyed responded that their college or university did not prepare them for the job they want and 79% of them.
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