This chapter illustrates a research focused on how to effectively implement the challenge-based learning (CBL) approach in a higher education institution (HEI) in the UK. The challenge was linked to contemporary research conducted by a group of academics, which concerned how digital technologies can positively impact the local economy. The project was named ‘UoL4.0 Challenge', and it proved that designing and implementing CBL educational environments can increase students' propensity to work actively and proactively. The exercise also suggested that CBL may support students in the application of their academic skills and digital capabilities to support their communities. This study presents a description of the case and a reflection on lessons learned with an aim to provide guidelines for other educators and policymakers that are interested in implementing I4.0 educational initiatives at local or national levels. It is also suggested that CBL may play a fundamental role in implementing the triple-helix model of innovation.
TopIntroduction
The World Development report (2019) on The Changing Nature of Work delineates some of the impacts that new digital technologies will have on working environments. For instance, many low-skill jobs are at risk, as robots become cheaper and more effective in dealing with routine tasks; but new work opportunities also emerge. Digital technologies linked to day-to-day operations provide massive data collections and reliable data analyses, available at the click of a button for anybody with access to a personal computer. Consequently, better-informed decision-making has become a reality for many managers, even in micro-businesses that traditionally suffer from limited resource availability. However, the most outstanding insight that the World Bank report provides is the confirmation of the primacy of human capital; workers can be supported but not substituted, by robots and artificial intelligence. Accordingly, utopian expectations of humans being served by herds of mechanical slaves (robots) seem a far-fetched dream. Following this line of argument, the World Bank claims that one imminent global challenge involves how to prepare future generations for a different labor market. Some argue, as the World Bank in their 2019 report, the need to solve this by focusing on children currently in primary schools. Nevertheless, this may not necessarily the best strategy, as it seems impossible to foresee what our children will confront in the future and thus to teach them precisely those skills. Interestingly enough, what seems to be commonly recognized is that to be effective in a digitalized world, national education systems must provide “a combination of technological know-how, problem-solving, and critical thinking, as well as soft skills such as perseverance, collaboration, and empathy” (World Bank, 2019).
Different countries recognize the impact that digital technologies are having in their economic and social development. Their governments are taking steps towards such technology integration, through comprehensive policies concerning digital technologies. It was the German government who coined ‘Industrie 4.0’ (I4.0) as the umbrella “to drive digital manufacturing forward by increasing digitalization and the interconnection of products, value chains and business models” (EC, 2017), but others soon followed. For instance, the Italian government has also presented a national plan for I4.0 (MdSE, 2019). The Italian initiative follows three main principles: (a) to operate in a logic of technological neutrality, (b) to intervene with horizontal and not vertical or sectoral actions, and (c) to act on enabling factors. Many of the European efforts in this field are aligned to the EU concept of ‘Factory of the Future’ (EC, 2018). Outside of Europe, other governmental actors can also be found, such as the Mexican government who has developed a strategy based on four pillars: (a) the development of human capital, (b) innovation, (c) clusters and (d) technology adoption to support I4.0 implementation inside their economy. Accordingly, the Mexican Ministry of Economy has delineated an I4.0 RoadMap (ProMexico, 2017). Other governmental actors have even developed norms to describe and regulate I4.0 activities. For instance, the Spanish Association for Standards and Certification (Asociación Española de Normalización y Certificación, AENOR) defines the requirements for managing an I4.0 digitization system (UNE, 2018).
In the UK, the Industrial Strategy Green Paper (2017) links I4.0 to the development of their workforce skills. Inside England, at the regional level, Greater Lincolnshire recognizes that more needs to be done to prepare current and future workforce for the challenges and opportunities of digitalization. The skills identified go beyond the technical one, and include softer ones, such as creativity, curiosity, ability to work across disciplinary boundaries, leadership and vision. What seems to have been given less attention is the development and transfer of industrial digitalization skills. Specialized companies are working on effective and efficient last-mile delivery of products, but this is limited to products with prices able to cover logistics costs. Such business models do not consider SMEs, as their earnings are usually too low to absorb technology costs linked to I4.0 initiatives.