No abstract

As Industry 4.0 offers significant productivity improvements, its relevance has grown across various organisations. While it captures the attention of both the industry and the academia, very few efforts have been made to streamline useful indicators across stages of its implementation. Such work facilitates the development of strategies that are appropriate for a specific stage of implementation; therefore, it would be significant to a variety of stakeholders. As a result, this paper aims to establish an indicator system for adopting Industry 4.0 within the context of the three stages of the innovation adoption: (i) pre-adoption, (ii) adoption, and (iii) post-adoption. First, a comprehensive review was performed with a search expanding into the literature on innovation and technology adoption. Second, the resulting indicators were filtered for relevance, redundancy, description, and thorough focus discussions. Finally, they were categorised by their stage of adoption. From 469 innovation adoption indicators found in the literature, this work identified a total of 62 indicators relevant for the Industry 4.0 adoption, in which 11, 14, and 37 of them comprised the three stages, respectively. Case studies from two manufacturing firms in the Philippines were reported to demonstrate the applicability of the proposed indicator system. This work pioneers the establishment of an indicator system for the Industry 4.0 adoption and the classification of such indicators into three stages — pre-adoption, adoption, and post-adoption — which would serve as a framework for decision-makers, practitioners, and stakeholders in planning, strategy development, resource allocation, and performance evaluation of the Industry 4.0 adoption.

No abstract

This paper attempts to extract Industry 4.0 indicators from relevant literature and integrate these indicators in strategy formulation by providing a categorization system according to technological, organizational, inter-organizational, and social and regulatory clusters. The identified 62 indicators are found to cover a wide range of responsibilities accounted for by specific functional teams and cross-functional teams, which collectively aim to support strategic decision-making among stakeholders. The categorization of indicators is necessary to efficiently facilitate corporate level, business level, and functional level strategies.

No abstract

As the COVID-19 pandemic continues globally, the disruption of the traditional face-to-face classes in educational institutions is evident. In the Philippines, these educational institutions have shifted to Flexible Learning System (FLS). However, in the implementation of FLS, the teachers and the learners in the remote communities experience internet connectivity problems. This problem is minimized using mobile solar-powered instructional technology equipment for online teaching and learning activities. This equipment is designed to carry all the necessary accessories in the online delivery of FLS like television, solar panel, WiFi routers, inverters, and other power accessories. It is made of Polypropylene Random Copolymer (PPR) pipe material and is mounted on a four-wheel bicycle. Several tests were conducted to evaluate the performance of the equipment. These were the following: stress analysis, solar energy utilization test, portability assessment, connectivity speed test, and quality assessment. Results suggest that the developed equipment is ready for actual deployment in a remote community in the Philippines. With such deployment, internet connectivity problems can be minimized. As a result, the less fortunate learners can have free and reliable internet access. Moreover, a possible related future work is designing bigger mounting equipment that can carry more accessories due to its portability and mobility aspects.

A common problem in some State Universities and Colleges (SUCs) in the Philippines is the accumulation of campus solid wastes. A popular approach to minimizing this problem is the application of 3Rs (Re-use, Recycle, Reduce). These 3Rs are used by Cebu Technological University-Main Campus at Cebu City, Philippines, to foster Green Technology and promote a circular economy. The application of 3Rs is very timely since some classrooms are still traditional with no complete instructional equipment and devices to fortify instructional delivery. Hence, this paper’s ultimate intention is to develop low-cost, portable, and green instructional equipment through 3Rs adoption. This paper uses the instructional equipment from reusable campus solid wastes like glass, wooden pallets, tree branches, and swivel wheels. This equipment is fully loaded with the instructional materials and devices needed in the teaching-learning process. With its portability, the teachers can quickly transfer between classrooms with the instructional loads. In functionality assessments, several tests were conducted, like the stress analysis test, drop test, and system quality evaluation. Test results suggest that this instructional equipment is beneficial for instructional delivery in developing SUCs in the Philippines. Moreover, the equipment may not be solely used for classroom instruction during face-to-face classes but also can be usable during online classes.

No abstract