Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-23T02:44:41.800Z Has data issue: false hasContentIssue false

Chapter 14 - Integrating Digital Competencies into Non-STEM Subjects

from Part III - Changes in Teaching Content

Published online by Cambridge University Press:  09 June 2022

By
Kamaran Fathulla  and
Chavan Sharma Kissoon
Edited by
Andreas Kaplan
Andreas Kaplan
Affiliation:
ESCP Business School Berlin
Get access

Summary

This paper is set against the backdrop of a rapidly changing world that brings considerable challenges and possibility for UK higher education. While the world of work is transitioning to Industrial Digitalisation (I4.0) technologies, the widespread lack of relevant skills among academics in a number of non-STEM disciplines is a fundamental impediment to harnessing the power of I4.0 in learning and teaching. Furthermore, there is no clear direction for how to start the process of curriculum innovation. To guide academics in non-STEM subjects, a three-step heuristic model for embedding core digitalisation competencies in the non-STEM curriculum is introduced. This chapter - as well as seeking to bring curricular change by empowering academics to make the first steps in embedding disciplinary relevant digitalisation competencies – intends to stimulate discussion about how universities can best produce graduates with the skillset and mind-set to critique, understand and find spaces to thrive in digitalisation-informed workplaces.

Keywords

artificial intelligencedataficationdigitalisationhigher educationI4.0industrial digitalisationIndustry 4.0STEM
Type
Chapter
Information
Digital Transformation and Disruption of Higher Education , pp. 169 - 180
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Biot, J. (2017) We Must Prepare Our Students for the Fourth Industrial Revolution. Times Higher Education, 27 May. www.timeshighereducation.com/blog/jacques-biot-we-must-prepare-our-students-fourth-industrial-revolution. Accessed 30 January 2021.Google Scholar
Carnaz, G., and Nogueira, V. (2019). An Overview of IoT and Healthcare. www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj71JX0rtPzAhUOz4UKHVKyCF0QFnoECCQQAQ&url=https%3A%2F%2Fcore.ac.uk%2Fdownload%2Fpdf%2F75982102.pdf&usg=AOvVaw2VsdfQGFJbg4LLeO9jAyhe.Google Scholar
Coşkun, S., Kayıkcı, Y., and Gençay, E. 2019. Adapting Engineering Education to Industry 4.0 Vision. Technologies, 7(1), 10–13.CrossRefGoogle Scholar
Creswell, T. (2014) Déjà vu All Over Again: Spatial Science, Quantitative Revolutions and the Culture of Numbers. Dialogues in Human Geography, 4(1), 54–58.CrossRefGoogle Scholar
Grinis, I. (2017) The STEM Requirements of ‘Non-STEM’ Jobs: Evidence from UK Online Vacancy Postings and Implications for Skills & Knowledge Shortages. SRC Discussion Paper (No. 69). Systemic Risk Centre. The London School of Economics and Political Science. http://eprints.lse.ac.uk/85123. Accessed 30 January 2021.Google Scholar
Harth, T., and Dellmann, F (2017) What Should Students Learn in the Digital World? 3rd International Conference on Higher Education Advances. dx.doi.org/10.4995/HEAd17.2017.5267. Accessed 30 January 2021.Google Scholar
Hernandez, R. R., Mayernik, M. S., Murphy-Mariscal, M. L., and Allen, M. F. (2012) Advanced Technologies and Data Management Practices in Environmental Science: Lessons from Academia. BioScience, 62(12), 1067–1076.Google Scholar
Ivanov, S., and Webster, C. (2020) Robots in Tourism: A Research Agenda for Tourism Economics. Tourism Economics, 26(7), 1065–1085.Google Scholar
Jisc (2020) Education 4.0. Bristol: Jisc. www.jisc.ac.uk/education-4-0. Accessed 30 January 2021.Google Scholar
Kaplan, A. (2020) Artificial Intelligence: Emphasis on Ethics & Education. International Journal of Swarm Intelligence and Evolutionary Computing, 9(3), 1–2Google Scholar
Kaplan, A., and Haenlein, M. (2019) Siri, Siri, in My Hand: Who’s the Fairest in the Land? On the Interpretations, Illustrations, and Implications of Artificial Intelligence. Business Horizons, 62(1), 15–25.Google Scholar
Lieu, B., Duc, N. H., Gleason, N. W., Hai, D. T., and Tam, N. D. (2018) Approaches in Developing Undergraduate IT Engineering Curriculum for the Fourth Industrial Revolution in Malaysia and Vietnam. Creative Education, 9, 2752–2772.Google Scholar
Miller, S. (2018) AI and Its Impact on Legal Technology. Eagan: Thomson Reuters Legal. https://legal.thomsonreuters.com/en/insights/articles/ai-and-its-impact-on-legal-technology. Accessed 17 August 2019.Google Scholar
McKinsey (2017) Jobs Lost, Jobs Gained: What the Future of Work Will Mean for Jobs, Skills, and Wages. New York: McKinsey. www.mckinsey.com/featured-insights/future-of-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages. Accessed 30 January 2021.Google Scholar
Murphy, J., Hofacker, C., and Gretzel, U. (2017) Dawning of the Age of Robots in Hospitality and Tourism: Challenges for Teaching and Research. European Journal of Tourism Research, 15, 104–111.Google Scholar
Pink, S., and Lanzeni, D. (2018) Future Anthropology Ethics and Datafication: Temporality and Responsibility in Research. Social Media + Society, 4(2), 1–9.Google Scholar
Ruckenstein, M., and Schüll, N. D. (2017) The Datafication of Health. Annual Review of Anthropology, 46, 261–278.Google Scholar
Strasser, C. A., and Hampton, S. E. (2012) The Fractured Lab Notebook: Undergraduates and Ecological Data Management Training in the United States. Ecosphere, 3(12), 1–18.Google Scholar
United Kingdom Government Digital Service and Office for Artificial Intelligence (2019) Managing Your Artificial Intelligence Project. www.gov.uk/guidance/managing-your-artificial-intelligence-project. Accessed 30 January 2021.Google Scholar
University of Lincoln (2019) Industrial Digitalisation in the 21st Century at Lincoln. www.lincoln.ac.uk/home/collegeofscience/industrialdigitalisation/. Accessed 30 January 2021.Google Scholar
Xu, M., Jeanne, D., and Suk, K. (2018) The Fourth Industrial Revolution: Opportunities and Challenges. International Journal of Financial Research, 9(2), 90–95.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×