Current conference time
in Kaunas, Lithuania
Prof. Dr. Panagiotis (Takis) Damaskopoulos, School of Economics and Business, Kaunas University of Technology, Lithuania
RETHINKING EDUCATION SYSTEMS IN THE CONTEXT OF THE FOURTH INDUSTRIAL REVOLUTION
Prof. Dr. Panagiotis (Takis) Damaskopoulos is the Industry 4.0 ERA Chair at the School of Economics and Business at Kaunas Technical University and the Executive Director and Head of Research of the European Institute of Interdisciplinary Research (EIIR) in Paris, France. His research, teaching, and advisory activities concentrate on the economic, organizational, technological and policy/governance dynamics of innovation, and the evolution corporate, regional and state strategies of innovation, competitiveness and sustainable development within the broader context of the Fourth Industrial Revolution. He undertakes this work in collaboration with leading academic/research institutions, private business organizations, national and regional governments across the European Union (EU), and international organs such as the European Commission, the Organization for Economic Co-operation and Development (OECD), and the United Nations Development Program (UNDP).
Keynote speech abstract
We live in a world in crisis fueled by dynamic interdependencies of systemic transformations, ranging from massive and pervasive technological changes, profound economic and employment changes, climate change, demographic imbalances, and geo-political and geo-economic shifts. The systemic nature of this multi-faceted crisis presents complex challenges for the sustainability and protection of the prosperity, well-being, and democratic forms of governance across Europe. The kind of responses Europe generates to these challenges will be of critical importance for its future position in the world. Historically, such responses have been elaborated by institutions of higher learning and have involved the formation of skills and social visions articulating new models of production and consumption, new industries, infrastructures, and patterns of leadership leading to the broad social acceptance of new techno-economic and socio-technical systems.
However, the accelerated pace of historical change associated with the current crisis presents significant challenges for institutions of higher learning and systems of education. On the one hand, the multi-faceted process of change has ushered in a process re-composition of skillsets, i.e., accelerated rates of obsolescence of existing pools of skills, and exposed gaps in the capacity of educational institutions to form new skills (e.g., data science, algorithmic modelling expertise) perceived to be crucial for the process of advanced research, continuing learning, and adaptation. Apart from intensifying the need for interdisciplinary approaches, coupled now to the necessity of introducing artificial intelligence into educational programs `(the ‘what’ should be taught) this has also raised thorny issues regarding the preparation and upskilling of educators in new techniques and novel forms of teaching and training (the ‘how’ should be taught).
On the other hand, the technological intensification of the process of skills formation and the conduct of advanced research means increasing need for access to the largest datasets (not controlled by institutions of higher learning) and the attraction and retainment of top talent. This has translated into heightened pressure on institutions of higher learning to establish systematic relations with non-academic institutions and organizations of civil society in order to form new educational ecosystems to engage collaboratively not only with other universities, but also with private enterprise and government in order to get access to more data and compete to be at the cutting edge of research and discovery. Such ecosystems are increasingly considered critical to ensure continuing ‘relevance’ and ability to address the ‘grand societal challenges’ of our time.
Taking the broader context of the Fourth Industrial Revolution as its frame of reference this keynote will explore critical issues in skills formation and the challenges/gaps in forming novel educational ecosystems.
Dr. David Dawson, University of Gloucestershire Business School, United Kingdom
Being leaders of learning: The qualities and Skills of Leadership in Higher Education
Working with leaders in the Commercial, Higher Education and Defence sectors, Dr. Dawson helps people meet their potential. Getting people to reflect on, ground, and develop their approaches to leadership is key to helping them become effective for themselves, their staff and their organizations. David’s work focuses on developing interventions to support Positive Leadership Practices, developing consultancy skills to increase innovation in SMEs across Europe, and establishing Leadership and Management Development programmes for the Higher Education sector in Indonesia and Moldova.
Keynote speech abstract
The development of leadership capacities in Higher Education (HE) has only recently been a topic of widespread attention. Work in Australia, France, UK, and the US has dominated the debate on what makes a good leader in HE and a discussion of the qualities and skills needed. More recent work in Moldova, Indonesia and Morocco has contributed to a broader understanding of the qualities and skills needed across a range of national HE sectors in a way that challenges us to refine our frameworks. This keynote presents an updated version of the Higher Education Qualities and Skills (HELQS) framework on the basis of this work. It invites participants to meet the challenge of being a leader in higher education through those qualities and skills irrespective of their seniority and role.
Dr. Petru L. Curșeu, Open Universiteit, Heerlen, The Netherlands & Babes-Bolyai University, Cluj-Napoca, Romania
SMART CITIES AS SOCIO-TECHNICAL SYSTEMS: REFLECTIONS ON SUSTAINABLE CAREERS
Petru L. Curșeu is professor at the Open Universiteit, the Netherlands and Babeș-Bolyai University, Cluj-Napoca, Romania. His research interests include team dynamics, social cognition (in particular the study of stereotypes and prejudice in organizational settings), multiparty collaboration as well as decision making in organizations. He has published articles on related topics in journals such as: Journal of Applied Psychology, Organizational Behavior and Human Decision Processes, Organization Studies, Journal of Information Technology, British Journal of Psychology, Small Group Research, European Journal of Social Psychology, Group Processes and Intergroup Relations, Group Dynamics, Business Ethics, Applied Psychology and Human Relations.
Keynote speech abstract
Technology changes the world in more profound ways than ever and at a rate never witnessed before. Cities are no exception to the impactful changes brought about by the development of technology and the concept of “smart cities” is the leading example on how (among other aspects) the embedding of IT in urban environments changes the physical, social and economic dynamics of cities. Technology allows modern cities to tackle some of the modern urban challenges, yet technological advancement also brings forth various challenges. In particular, the emergence of sustainable careers in smart cities is deeply impacted by technology. In this talk I will use a socio-technical perspective on smart cities, I will explore the systemic roots of these career challenges and present some ways in which we can support the emergence of sustainable careers in smart cities.
Forum Chair: Dr. Zbigniew Pastuszak, Maria Curie Skłodowska University, Poland
Forum Co-Chair: Dr. Kongkiti Phusavat, Kasetsart University, Thailand
- Dr. Nada Trunk Širca, ISSBS, Slovenia (Editor-in-Chief, Human Systems Management)
- Dr. Aistė Dovalienė, Kaunas University of Technology, Lithuania (Executive Editor, Engineering economics)
- Dr. Valerij Dermol, ISSBS, Slovenia (Editor-in-Chief, International Journal of Management, Knowledge and Learning)
- Dr. Jana Hojnik, University of Primorska, Slovenia (Editor-in-Chief, Managing Global Transitions)
In the panel, editors of sponsored journals and other invited journals present their journals and give useful publishing guidelines. The editors discuss the most critical issues relevant to authors leading to better chances of paper acceptance. The panel is an excellent opportunity for the authors to increase their publishing achievements.The conference promotes the following publications, especially SCI/SSCI and Scopus journals:
- Expert Systems with Applications (2021 Impact Factor: 6.945)
- Applied Sciences (2021 Impact Factor: 2.679)
- International Journal of Mobile Communications (2021 Impact Factor: 1.551)
- Technology, Pedagogy & Education (2020 Impact Factor: 2.529)
- Journal of Computer Information Systems (2020 Impact Factor: 3.400)
- Management and Production Engineering Review (CiteScore 2020: 2.50)
- Electronic Government, An International Journal (CiteScore: 1.50)
- Human Systems Management (CiteScore 2020: 2.00)
- Engineering Economics (2020 Impact Factor: 1.292)
- International Journal of Value Chain Management (CiteScore 2020: 1.70)
- International Journal of Management in Education (CiteScore 2020: 1.90)
- International Journal of Innovation and Learning (CiteScore 2020: 1.00)
- International Journal of Management and Enterprise Development (CiteScore 2020: 0.90)
- International Journal of Sustainable Economy (CiteScore 2020: 1.10)
Other publications and scientific journals
RESEARCH – EDUCATION – BUSINESS FORUM
Competencies for Managing the Digital Transformation:
Science – Education – Business Interface
Forum Chair: Prof. Dr. Eglė Staniškienė, School of Economics and Business, Kaunas University of Technology (KTU), Lithuania
- Assoc. prof. dr. Asta Daunorienė, Head of EDU_Lab Center for Excellence in Teaching and Learning, Kaunas University of Technology, Lithuania
- Gytis Cibulskis, Head of E-Learning Technology Centre at Kaunas University of Technology, Lithuania
- Prof. dr. Susana Amalia de Juana Espinosa, University of Alicante, Spain
- Dr. Mikus Dubickis, Head of Quality, RISEBA University of Applied Sciences, Latvia
- Global population: The world’s population stands at 7.91 billion in January 2022, with the annual growth rate of 1.0 percent suggesting that this figure will reach 8 billion sometime in mid-2023. Well over half (57.0 percent) of the world’s population now lives in urban areas.
- Global mobile users: More than two-thirds (67.1 percent) of the world’s population now uses a mobile phone, with unique users reaching 5.31 billion by the start of 2022. The global total has grown by 1.8 percent over the past year, with 95 million new mobile users since this time last year.
- Global internet users: Global internet users have climbed to 4.95 billion at the start of 2022, with internet penetration now standing at 62.5 percent of the world’s total population. Data show that internet users have grown by 192 million (+4.0 percent) over the past year, but ongoing restrictions to research and reporting due to COVID-19 mean that actual growth trends may be considerably higher than these figures suggest.
- Global social media users: There are 4.62 billion social media users around the world in January 2022. This figure is equal to 58.4 percent of the world’s total population, although it’s worth noting that social media “users” may not represent unique individuals (learn why). Global social media users have grown by more than 10 percent over the past 12 months, with 424 million new users starting their social media journey during 2021.
Digital skills are fast becoming essential for people to navigate ordinary day-today activities such as using a mobile phone to transfer money to family members via digital financial services, using the Internet for remote education classes and to research, prepare and deliver coursework, and acquiring basic skills for staying safe online. In the workplace, digital skills are required for an ever-growing number of jobs, and even in traditionally manual sectors like agriculture, digital applications are beginning to make inroads, with a corresponding requirement for some level of digital literacy. Developing a digitally skilled population calls for the involvement of different institutions: universities need to undertake research and determine requirements; government institutions need to develop appropriate policies; training institutions need to deliver relevant digital skills training; and the private sector and civil society organizations need to support digital adoption and use (Digital Skills Assessment Guidebook (2020) by ITU). Exploiting digital technologies requires new competences, which need to be combined with existing competences to increase business efficiency and introduce digital innovations. However, competence combination for digital transformation is particularly challenging due to the scale of needed organisational change, conflicts between new and existing operating logics, and employee stress and resistance (Pihlajamaa, Malmelin, & Wallin, 2021). Without the right skills, people fall behind. If enough of them get to the back of the line, it is the whole of society that starts to fall apart. Today, 52% of European workers are in need of reskilling. Investing in the digital skills and continuing education of Europeans is not an option. It is an imperative (https://www.digitaleurope.org/policies/digital-skills/).
The following questions shall lead and support the discussion among participants:
- Digital technology is evolving faster than people can adapt to it. How would you propose to tackle this problem?
- Digital competencies are interdisciplinary. Who should undertake research of digital competencies and determine requirements? Which researchers from which discipline? Why do you think so?
- Who should take responsibility for the slow acquisition of digital competencies? How to speed up the process of acquiring digital competencies?
- What does science expect from business and what does the business expect from science? How can we reconcile the different expectations when it comes to the need for digital skills?
- What forms of learning appeal to learners? What forms of digital competence acquisition are universities already using today? What is still to come?
Academic Leadership Forum
Academic leadership for the sustainable future: academic impact for society, evidence-based decision-making and leading for transformation
Forum Chair: Prof. dr. Rytis Krušinskas, School of Economics and Business, Kaunas University of Technology (KTU), Lithuania
- Dr. Jonas Čeponis, Vice-Rector for Studies, Kaunas University of Technology, Lithuania
- Mrs. Aurelija Valeikienė, Deputy Director of Centre for Quality Assessment in Higher Education, Lithuania
- Dr. Zbigniew Pastuszak, Vice-Rector for Development and Business Cooperation, Maria Curie-Sklodowska University, Poland
- Dr. Asta Savanevičienė, Principal investigator of Sustainable management research group, School of Economics and Business, Kaunas University of Technology, Lithuania
- Dr. Eric Schoop, Dresden University of Technology, Dresden Faculty of Business and Economics, Chair of Business Information Systems, Germany
- Dr. Tamar Dolidze, Batumi State Maritime Academy, Georgia
- Dr. Ioseb Gabelaia, RISEBA University of Applied Sciences, Latvia
The discussion will be stimulating and provoking participants to identify and to challenge past and future expectations from Academia, while trying to share personal approaches and design the next steps needed.
- The World Economic Forum states: “Over 50% of the current workforce will require reskilling by 2025. Yet the ability to adapt to change and engage in lifelong learning must be developed from an early age. Studies show that early investments in children’s learning and education generate significant economic returns. […] The COVID-19 pandemic has both accelerated these trends and massively disrupted learning.”
(If) the strategic leadership in “economic” recovery is expected from Academia, will we manage to do it by the deadline (2025)? Is Academia able to solve all the challenges and problems that the current world is facing?
- The report “The Evolution of Science Education” by Oxford University Press (2021) suggests that the core purpose of science education could be: to inspire learners to engage with science, to teach underpinning scientific concepts, to teach skills enabling effective experimentation, and to help learners achieve the range of desirable outcomes through science.
How valid are those concepts in the era of digitalisation? Does it prepare students to face the challenges in the future? What is the modern world requirements to be integrated in the education curriculum?
- According to the OECD report “Education at a Glance 2021”, “governments are increasingly looking to international comparisons of education opportunities and outcomes as they develop policies to enhance individuals’ social and economic prospects, provide incentives for greater efficiency in schooling, and help to mobilize resources to meet rising demands.”
What are effective, state-of-the-art measures for measurement of learning outcomes’ quality ? What policy levers could be proposed to make the process more consistent? What factors that shape these outcomes could encourage all stakeholders to invest into education to gain social and private returns?
- In 1999, the British Journal of Educational Studies published a paper by P. Davies “What is Evidence – Based Education”, stating that “education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for high quality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.” However, after 30 years later, in 2021, the OECD paper “Building the Future of Education” stated: “Compared with other public policy domains such as health, education has been slow in developing into a fully evidence-informed system. Some of the knowledge base used by teachers, school leaders and policy makers is outdated; educational research is limited in quantity and quality; and adequate mechanisms of knowledge transfer, dissemination and translation into policy and practice are underdeveloped. This has important consequences for the quality and efficiency of learning experiences, and for the productivity of educational investments.”
Are these principles still relevant? How to anticipate future skills and adopt the system? Is the speed of transformation acceptable for Academia, reasonable for student, agreeable for local business communities and government? How we can move further?
PROJECT DISSEMINATION SESSIONS & NETWORKING
MakeLearn & TIIM conference offers dissemination opportunities with presentation of (ongoing) projects and/or activities at universities. Project managers are welcome to make use of the conference platform and its proceedings to promote and disseminate projects or their institution.
Dissemination opportunities will offer visibility to projects and universities:
- Dissemination e-room. Presentations (videos) will be presented minimum three times each day in the dissemination e-room ;
- Promotion at conference webpage. Project presentations (videos) will be posted and available on MakeLearn & TIIM conference website at the time of the conference.
- Dissemination meeting. Participants are welcome to participate in a special dissemination meeting. At the meeting, participants can provide additional information about their projects and present good practices.
- Publication in conference proceedings. Additionally, projects will be promoted by publication in conference proceedings.
WORKSHOP ON ACADEMIC WRITING & PUBLISHING
The workshop will be held on Friday, May 20th, 2022.
Classes are conducted by active scientists who act as editors-in-chief of journals from the JCR, ISI and Scopus lists.
Benefits of participating in the workshop:
- Gaining knowledge and skills concerning the process of preparing and publishing scientific articles in prestigious scientific journals.
- Improving the skills of writing articles.
- Gaining knowledge about the review process and the publication procedure, provided by the editor of scientific journals.
- Acquiring knowledge and skills on a correct ego preparing an article that scientific.
General program of the workshop
- The process of writing a scientific paper.
- Structure and elements of a academic paper.
- Searching for relevant scientific journals.
- Criteria and the process of reviewing scientific articles.
- The process of proofreading and updating a paper following reviewers’ remarks (or preparation of a new version of the paper after its rejection by the journal editor).a
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