Abstract
This chapter provides an assessment of how previous industrial revolutions have impacted higher education in the United States and around the world. Penprase assesses new STEM instruction that develops technical capacity in emerging technologies in active and project-based settings. The societal changes from the 4IR will require higher education to develop greater capacity for ethical and intercultural understanding, placing a premium on liberal arts-type education with modifications to adapt to the particular issues raised by 4IR technologies and their disruptions to society. Penprase argues that a rapid adjustment of on-campus curriculum is needed by expanding its capacity to accommodate the acquisition of new knowledge by students, faculty and alumni, with new modalities of instruction that leverage the digital advances from the Third Industrial Revolution.
Highlights
The Fourth Industrial Revolution (4IR) is a concept widely discussed at venues such as the World Economic Forum (WEF) at Davos and within business leadership
The Second Industrial Revolution is generally based in the period from 1860 to 1900, and is associated with new manufacturing technologies based on electricity,[10] which triggered additional changes launching what some have described as a “new economy.”[11]. An expansion of access to higher education and the proliferation of multiple types of higher education institutions in the United States and Europe produced a surge in discovery and helped consolidate and accelerate the growth brought about by the powerful new technologies
The first three industrial revolutions provided evidence for the profound shifts in society, the economy and education which resulted in a proliferation of curricular innovation and the establishment of new educational institutions
Summary
The Fourth Industrial Revolution (4IR) is a concept widely discussed at venues such as the World Economic Forum (WEF) at Davos and within business leadership. E. PENPRASE roots in early analysis of the evolution of technology where the First Industrial Revolution arose from harnessing water and steam power toward more systematic and efficient forms of manufacturing. Typical descriptions of the First Industrial Revolution mention steam engines applied to the mining in Cornwall and the role of steam power in enabling massive increases in the scale of manufacturing. Steam power has been eloquently described as “the hub through which the spokes of coal, iron and cotton were linked.”[4] The origin of the term industrial revolution itself traces to an 1884 work by Arnold Toynbee entitled Lectures on the Industrial Revolution.[5]. As one author put it, “the Industrial Revolution is not merely an acceleration of economic growth, but an acceleration of growth because of, and through, economic and social transformation.”[7] Social and educational transformations from the first three industrial revolutions can provide a starting point in our consideration of the potential transformations in higher education arising from the 4IR
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