Industrial Revolution 4.0, as one of the main paradigms of the modern economy, requires higher education to straighten up to face this trend. Surabaya State University (UNESA) emphasizes the development of human resources (HR) as the main target of internal development in order to deal with industry 4.0. The academic community is encouraged to be sensitive to technology, by increasing intellectual capacity through civilization, training, competition, and / or schools. The study aims to identify the readiness of UNESA in facing challenges of Industrial Revolution 4.0. The implication of this research is to enrich the education management research about linking strategy between higher education and industry demand. The result showed that UNESA had moderate readiness in facing the challenges of Industrial Revolution 4.0 by deepening of intellectual capacity in the IT field through improving campus facilities and infrastructure, and procuring new learning technologies. Networking development with private sector is also becomes useful strategy in linking HR with the IT world related to Industry 4.0. Such a strategic effort under the prevailing laws and regulations enable UNESA to advance in pioneering the development of industry 4.0 on campus, especially for creating qualified graduates.
Online learning has both positive and negative impacts. One of the positive impacts of online education is that students know about the use of information technology, in this case, online learning media. While one of the negative impacts is that students experience academic stress. This research aims to determine the level of academic stress during online learning for students at the Faculty of Economics and Business (FEB) Universitas Negeri Surabaya (Unesa). The study involves one independent variable, namely the quality of learning, and one dependent variable, namely academic stress. The sampling method is a simple random sample where the total number of respondents obtained was 329 people. The author uses regression analysis to determine the effect of learning quality on student academic stress. The analysis results show that the quality of learning is good, and the level of academic stress of FEB Unesa students is moderate
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