MODEL OF UNIVERSITY 4.0 VERSION 2 OF DIGITAL ERA PROLOGUE
DOI: 10.23951/1609-624X-2022-5-67-75
Introduction. The high speed of technological progress requires changes in the traditional model of education towards a model that addresses the challenges of the prologue digital era of the university community transformation. Within the traditional model of education, graduates become labor recruitment outsiders when they enter the labor market due to the existing divide between the real economy and the innovation market. This is largely due to the fact that the existing paradigm of perceiving the educator as a “talking head”, whose main role is to transfer explicit knowledge to students, is becoming flawed in the 21st century. The main added value in the formation of a qualified professional falls on the real economy enterprises. An educator that does not produce new scientific knowledge and is out of touch with the ongoing technological revolution in the real economy becomes a natural barrier to the formation of a qualified professional. The innate digital literacy of Generation Z and their descendants will seamlessly change the educational architecture of the university of the future, transferring the teaching of general Bachelor and Master’s degree courses into the digital educational environment and replacing the traditional teacher with artificial intelligence. Results and discussion. Within the framework of this article, the authors propose a model of the University 4.0 Version 2, focused on shifting the emphasis of interaction between all participants of the educational process towards intra-university formation of a Unique Professional, who is trained by a Researcher – an innovator acting as a frontier of advanced technologies. Within the framework of the declared model, the university becomes the center of the space for introduction of innovations and regional development, a system of new business generation, new markets and high-tech jobs. Conclusion. The departure announced today from the “bachelor–master’s degree” level of education and the “2+2+2”, is of a debatable nature and will undoubtedly be stretched over time. At the same time, the model proposed by the authors can be shifted to a specialty, when a basic specialist is formed in the first three courses, and a unique one is formed in the senior ones.
Keywords: university, model of University 4.0 Version 2, outsider, unique professional, professional with basic education, qualified professional, highly qualified professional
References:
1. Manikovskaya M. A. Tsifrovizatsiya obrazovaniya: eticheskiy aspect [Digitalization of Education: ethical aspect]. Problemy vysshego obrazovaniya, 2019, no. 1, pp. 35–38 (in Russian).
2. Fallis G. Multiversities Ideas and Democracy. Toronto, ON, Canada, University of Toronto Press Publ., 2007. 475 p.
3. Müller-Christ G. Nachhaltigkeitsforschung in einer transzendenten Entwicklung des Hochschulsystems – Ein Ordnungsangebot für Innovativität. Innovation in der Nachhaltigkeitsforschung: Ein Beitrag zur Umsetzung der UNO Nachhaltigkeitsziele. Ed. Leal Filho W. Berlin/Heidelberg, Germany, Springer Publ., 2017. P. 161–180.
4. Kerr C. The Uses of the University. With a New Chapter and Preface, 5th ed. Cambridge, MA, USA: Harvard University Press, 2001.
5. Giesenbauer B., Tegeler M. The Transformation of Higher Education Institutions Towards Sustainability from a Systemic Perspective. Universities as Living Labs for Sustainable Development. Cham, Germany, Springer International Publishing Publ., 2020. Pp. 637–650.
6. Zakhodyakin I. V. Postindustrial’nyy poskriptum [Post-industrial postscript]. Kreativnaya ekonomika – Creative economy, 2018, no. 1, pр. 97–100 (in Russian).
7. Lewin K., Graumann C.-F. Feldtheorie. Bern, Klett-Cotta Publ., 1982. 396 р.
8. Müller-Christ G. Nachhaltigkeitsforschung in einer transzendenten Entwicklung des Hochschulsystems – Ein Ordnungsangebot für Innovativität. Innovation in der Nachhaltigkeitsforschung: Ein Beitrag zur Umsetzung der UNO Nachhaltigkeitsziele. Ed. Leal Filho W. Berlin/Heidelberg, Germany, Springer Publ., 2017. P. 161–180.
9. Scharmer C. O., Theory U. Leading from the future as it emerges: The social technology of presencing. 2nd ed. San Francisco, CA, USA: Berrett-Koehler, 2016.
10. Tomyuk O. N., D’yachkova M. A., Kirillova N. B., Dudchik A. Yu. Tsifrovizatsiya obrazovatel’noi sredy kak faktor lichnostnogo i professional’nogo samoopredeleniya obuchayushchikhsya [Digitalization of the educational and professional self-determination of students]. Perspektivy nauki i obrazovaniya – Perspectives of Science and Еducation, vol. 42, no. 6, pp. 422–434 (in Russian).
11. Brash B., Pfeil, A. Unterrichten mit digitalen Medien. Stuttgart: Goethe Institut München, Ernst Klett Sprachen. 1. Aufl age, р.144.
12. Mineva O.K., Polyanskaya E.V. Formation modern open educational space. CEUR Workshop Proceedings. Сер. “DLT 2021 – Selected Papers of the 6th International Scientific and Practical Conference “Distance Learning Technologies”, 2021. Pр. 211–216.
13. Neborskiy E. V. Assinkhronizatsiya identichnosti v kontekste globalizatsii obrazovaniya [Assinkhronizatsiya identichnosti v kontekste globalizatsii obrazovaniya]. Problemy sovremennogo obrazovaniy – Problems of Мodern Еducation, 2015, no. 3, pр. 5–9 (in Russian).
14. Efimov V. S., Lapteva A. V. Universitet 4:0: filosofsko-metodologicheskiy analiz. Universitetskoe upravlenie: praktika i analiz – University Management: Practice and Analysis, 2017, vol. 21, no. 1, pp. 16–29 (in Russian). doi: 10.15826/umpa.2017.01.002
15. Scharmer C. O., Kaufer K. Leading from the emerging future. From ego-system to eco-system economies. 1st ed. San Francisco, CA, USA: Berrett-Koehler, 2013.
16. Nazaykinskaya O. Novaya skhema vysshego obrazovaniya “2+2+2”: chego zhdat’ i k chemu gotovit’sya URL: https://mel.fm/blog/olga-nazaykinskaya/84190-novaya-skhema-vysshego-obrazovaniya-222-chego-zhdat-i-k-chemu-gotovitsya (in Russian).
17. Markelov K. A., Polyanskaya E. V., Mineva O. K., Taran V. N. Paradigm transformation of education system in digital reality. CEUR Workshop Proceedings. 5. Сер. “DLT 2020 – Selected Papers of the 5th International Scientific and Practical Conference “Distance Learning Technologies”” 2021. Рр. 186–198.
18. Alikayeva M., Ksanayeva M., Prigoda L., Mineva O. The role of the digital educational environment in the formation of personnel for the digital economy. CEUR Workshop Proceedings. SLET 2019 – Proceedings of the International Scientific Conference Innovative Approaches to the Application of Digital Technologies in Education and Research, 2019.
19. Bagdasaryan I. S., Kayachev G. F. Sovremennyy vzglyad na podgotovku magistrov menedzhmenta: razvitiye lichnosti studenta v usloviyakh novykh obshchestvennykh vyzovov [Modern view on the preparation of Masters of Management: student personality development in the context of new social challenges]. Vestnik KrasGAU – Bulletin of KrasGAU, 2012, no. 4 (67), pp. 288 (in Russian).
20. Kayachev G. F., Bagdasaryan I. S. O transformatsii sistemy metodov podgotovki magistrov po napravleniyu “Menedzhment” v kontekste realizatsii sovremennoy nauchno-obrazovatel’noy paradigmy vysshego obrazovaniya [On the transformation of the system of methods of training masters in the direction of “Management” in the context of the implementation of the modern scientific and educational paradigm of higher education]. Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika – Tomsk State University Journal of Economics, 2012, no. 2 (18), pp. 167–173 (in Russian).
21. Kayachev G. F., Vasileva Z. A., Bagdasaryan I. S. Transformation of education technologies in trainig master students in menegamens. The Impact of New Technologies on Business Education. 17th Annual Conference European Council for Business Education, 2012. Pр. 80–86.
( 2.49 MB ) 
( 1.99 MB )
Issue: 5, 2022
Series of issue: Issue 5
Rubric: HIGHER EDUCATION
Pages: 67 — 75
Downloads: 494