School Management Information System (SMIS) for the Elite College

Ujakpa, Martin Mabeifam; Mutalya, Mutalya N.; Osakwe, Jude; Iyawa, Gloria Ejehiohen; Shililifa, Emilia N.

doi:10.23919/ist-africa56635.2022.9845593

Cited by 1 publication

(10 citation statements)

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“…Their study found that IoT was the most unknown technology, whereas 3D printing was the most familiar technology, which signifies a lack of 4IR readiness among undergraduate students in South Korea since IoT is one of the most fundamental technologies for 4IR. However, Ujakpa et al (2020), in their study of three HEIs in Namibia, found that 90% of their respondents had moderate to very high awareness of IoT, cloud computing, AI, machine learning and data security. In addition, they stated that 70% had moderate to very high knowledge of robotics, smart sensors, simulation, human-machine interface and 3D printing.…”

Section: Factors That Impact Students' Readiness For 4irmentioning

confidence: 95%

“…For example, Ujakpa et al (2020) investigated the awareness and preparedness of 24 students in three universities in Namibia using a quantitative approach, and the study found that students were aware of 4IR. Nevertheless, the study suggested that further education on its applications is needed to prepare students further to work within the 4IR era.…”

Section: Literature Review and Framework Developmentmentioning

confidence: 99%

“…Previous research has shown that taking academic courses or attending training programs related to 4IR positively affects students' readiness for the 4IR age. For example, Ujakpa et al (2020) found that 40% of their participants received education on 4IR, and 70% had worked with its applications, which is deemed a positive indication that students are getting prepared for 4IR. Similarly, they found that less than 50% of the students believe that discussions related to 4IR are taking place in their HEIs in Namibia.…”

Section: Factors That Impact Students' Readiness For 4irmentioning

confidence: 99%

“…Student characteristics construct consisted of 14 items which are adapted from Himmetoglu et al (2020), Clavert (2019), Puriwat and Tripopsakul (2020), Ismail et al (2020) and Rampasso et al (2020). The construct "Awareness of the different IR related technologies" consisted of 18 items which are adapted from Tinmaz and Jin (2019), Mian et al (2020) and Ujakpa et al (2020). The construct "Organizational Dimension" comprised of four items related to academic programs, curriculum and training which are adapted from Olaitan et al (2021), Ujakpa et al (2020) and Puriwat and Tripopsakul (2020).…”

Section: Measures Developmentmentioning

confidence: 99%

“…Knowing the student's readiness for the 4IR is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the HEIs in ensuring that their graduates possess the skill sets needed to work in the 4IR era, given that HEIs are deemed to be training facilitators for other industries (Ujakpa et al, 2020). However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking.…”

Section: Introductionmentioning

confidence: 99%

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Factors affecting students' preparedness for the fourth industrial revolution in higher education institutions

Al-Maskari¹,

Riyami²,

Ghnimi³

2022

JARHE

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PurposeKnowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0.Design/methodology/approachThe authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale.FindingsResults from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority.Research limitations/implicationsThis study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies.Practical implicationsThe curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively.Originality/valueThe advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

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Section: Factors That Impact Students' Readiness For 4irmentioning

confidence: 95%

Section: Literature Review and Framework Developmentmentioning

confidence: 99%

Section: Factors That Impact Students' Readiness For 4irmentioning

confidence: 99%