Abstract
This article describes a process for introducing modern technological subjects into the academic curricula of non-technical universities. The process described may increase and contribute to social sustainability by enabling non-technical students’ access to the field of the Internet of Things and the broader Industry 4.0. The process has been defined and tested during a curricular reform project that took place in two large universities in Eastern Europe. In this article, the authors describe the results and impact, over multiple years, of a project financed by the European Union that aimed to introduce the following subjects into the academic curricula of business students: cloud computing, big data, mobile programming, and social networks and cybersecurity (CAMSS). The results are useful for those trying to implement similar curricular reforms, or to companies that need to manage talent pipelines.
Highlights
Employability is currently highly topical as levels of unemployment amongst the younger European generation are increasingly problematic [1]
The project lasted for 12 months, and the objective of the project was to produce curricular content in the areas of cloud computing, big data, social networks, mobile programming, knowledge management, and digital commerce
Our objective was to observe the curricular changes in the targeted areas of cloud computing, big data, mobile programming, social networks and cybersecurity (CAMSS) courses
Summary
Employability is currently highly topical as levels of unemployment amongst the younger European generation are increasingly problematic [1]. Employability is defined as “the individual capability to gain employment, to maintain employment, or to replace an employment relationship by another, if necessary or wanted” [2]. The “destruction of jobs” is often blamed on technological evolution. Computers and robots are destroying and supplanting old jobs, which produces unemployment [3]. To sustain the employability of younger generations, it is vital to avoid providing them with obsolete professional competencies [4]. The authors present a process for modernizing the curricula of non-technical academic programs (e.g., business and finance) to allow non-technical students to learn advanced computing technologies
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