Applied Degree Education and the Future of Work: Education 4.0

Preface
Contents
About the Editors
1 The Case for Applied Degree Education: The Future of Learning for the New World of Work
1.1 Introduction
1.2 Education 4.0
1.3 Future of Jobs and the New World of Work
1.4 Addressing Employability Gaps and Skills Shortages
1.5 Applied Degree Education
1.6 Universities of Applied Sciences
1.7 Applied Degree Education: Shaping the Future of Work
1.8 The Growing Imperative for Applied Skills-Based Education and Training
1.9 Increasing Stakeholder Traction and the Value-Add of Applied Degree Education
1.9.1 New Generation Degree Apprenticeships
1.9.2 Characteristics of Applied Degree Education: High Impact Practices
1.9.3 Industry Integration
1.9.4 Riding the Dangerous Wind: Opportunities Ahead
1.9.5 Cultivating Human Social and Emotional Capabilities
1.9.6 Fostering Talent in Technology and Innovation
1.9.7 Staying Ahead of the Curve
1.9.8 Future Disruption
1.10 Summary
References
Part I Future Ready Values and Competencies for the Future of Learning
2 Preparing Engineers for 2035: Transforming Australia’s Engineering Education for Emerging Roles and Expectations
2.1 Introduction
2.2 Professional Engineering Education in Australia
2.3 The Competencies Required of Future Professional Engineers
2.4 Perceptions of Engineering by Students and Others
2.5 Changing the Engineering Curriculum and Pedagogy
2.6 New Directions for the Engineering Academic Workforce
2.7 Calls for Action
2.8 Conclusions
References
3 A New Norm of Learning: Accommodating 21st Century Learners’ Needs
3.1 Introduction
3.2 Higher, Professional and Applied Education
3.3 21st Century Skills and Interdisciplinary Learning and Teaching
3.4 The New Norm of Learning
3.5 Case Study
3.5.1 The University of Hong Kong
3.5.2 The Hong Kong University of Science and Technology
3.5.3 The Chinese University of Hong Kong
3.5.4 VPET and Applied Education Institution
3.5.5 The Performing Arts Academy
3.6 Teaching Reflective Practice to Undergraduate Performing Arts Students Online
3.6.1 Re-Designing and Re-Structuring
3.6.2 Re-Imagining and Re-Aligning
3.6.3 Re-Conceptualising
3.7 Findings and Discussion
3.8 Conclusion
References
4 The Structure of Domain-Specific Competence in the Occupation of Technicians at Vocational Schools in Germany
4.1 Introduction and Presentation of the Research Issues
4.2 Theoretical Framework, Research Situation and Development of the Questions or Hypotheses
4.2.1 Latest State of Research in the Field of Further Training as a “Staatl. Gepr. Techniker” (Europe-Qualifications Framework 6)
4.2.2 The Structure of Vocational Competence and PPIK Theory
4.3 Hypotheses
4.4 Method
4.4.1 Sample
4.4.2 Developed and Used Instruments
4.4.3 Analysis and Evaluation
4.5 Results
4.6 Conclusion
References
5 Futures Literacy: The Concept and Potential Application in Applied Degree Education
5.1 Introduction
5.2 English for Specific Purposes and Applied Degree Education
5.3 Futures Literacy
5.3.1 Three Levels of Futures Literacy Development
5.3.2 Futures Literacy and Language Education
5.3.3 Futures Literacy Labs (FLLs)
5.4 Language Curriculum Design Considerations
5.5 Conclusion
References
6 Creativity Under COVID-19: How Technology Has Enhanced and Promoted Student Engagement Online
6.1 Introduction
6.2 Background
6.3 Literature Review
6.3.1 Student Engagement and Constructionism
6.3.2 Technology and Student Learning
6.4 Methodology
6.4.1 Sample Selection
6.4.2 Surveys
6.4.3 Focus-group Interviews and Chat Record
6.4.4 Changes Within Institution
6.4.5 Documentation
6.4.6 Tools for Online Teaching and Learning
6.5 Findings and Discussion
6.5.1 Class(room) Management
6.5.2 Learning Space—Zoom and Its Features
6.5.3 Learning Space—Collaborative Online Learning
6.5.4 Chatroom—Learning Engagement and Meaning Making
6.5.5 Learning Engagement and Constructionism
6.5.6 Learning Engagement and Mobile Device
6.6 Limitation and Conclusion
References
7 Competency-Based Workplace Learning and Assessment: A Framework and Models for Future Research
7.1 A Revolution in Assessment Principles
7.2 Literature Review
7.3 Delivery of Assessment in the Workplace
7.4 Models of Assessment for Workplace Learning
7.5 Propositions for Future Research
7.6 Conclusion
References
8 Embedding Uncertainty in the Learning Process—An Evaluation Case-Study of VUCA Model in Education
8.1 Introduction
8.2 Theoretical Background
8.2.1 VUCA in Educational Context as Part of Learning-Environment Design
8.2.2 Design Elements of Learning Environments
8.3 Methodology
8.3.1 Data and Methods
8.4 Results
8.4.1 Epistemic Elements
8.4.2 Spatial & Instrumental Elements
8.4.3 Social Elements
8.4.4 Temporal Elements
8.5 Conclusion and Discussion
References
Part II Innovative Pedagogies in Applied Degree Learning and Training
9 Remote Teaching and Learning in Applied Engineering: A Post-pandemic Perspective
9.1 Introduction
9.2 Impact of the Pandemic on Education
9.3 Adaptive Course Delivery Models
9.4 Pedagogical Challenges
9.5 Implemented Practices
9.5.1 Curriculum Transition in Phases
9.5.2 Ready-to-Deploy Hardware and Software Tools
9.5.3 Consolidated Effort and Response
9.5.4 School’s Agile Response
9.6 Lessons Learned and Strategies for the Future
9.6.1 Transition into Smaller Class Sizes
9.6.2 Maintain a Balance Between Online and On-Campus Education
9.6.3 Leverage Multiple Digital Learning Methods
9.6.4 Balance in Equipment and Technology Investment
9.7 Conclusion
References
10 Applying Hybrid Mode in Different Pedagogical Approaches on Design-Related Tertiary Education Programmes in Hong Kong
10.1 Introduction
10.1.1 Theoretical-Based Teaching
10.1.2 Studio-Based Teaching
10.1.3 Technology-Based Teaching
10.1.4 Group Project-Based Teaching
10.2 Literature Review
10.2.1 The Paradox of Hybrid Teaching Mode
10.2.2 The Strategy of Hybrid Teaching Mode
10.3 Methodology
10.4 Research Findings
10.4.1 Advantages of Applying Hybrid Teaching Mode Mentioned in Student Interviews
10.4.2 Senior Year Students Found Better Cooperation With Classmates Under Hybrid Teaching Mode
10.4.3 Findings of the Online Questionnaire About the Positive Side of Attending Classes Under Hybrid Teaching Mode
10.4.4 Challenges of Having Classes under Hybrid Teaching Mode Mentioned in Student Interviews
10.4.5 Findings of the Online Questionnaire about the Main Challenges Compared to the Classes Under Hybrid Teaching Mode to Fully Face to Face
10.5 Students’ Learning Experience of Design-Related Programmes in Different Pedagogical Approaches
10.5.1 Theoretical-Based
10.5.2 Studio-Based
10.5.3 Technology-Based
10.5.4 Group Project-Based
10.6 Recommendations for Pedagogical Approaches
10.7 Conclusion
References
11 An Investigation of Using Blended Learning Pedagogy to Sustain Student Interest in Basic Science Subjects
11.1 Introduction
11.2 Methods
11.2.1 Design and Procedures
11.2.2 Data Collection
11.3 Results and Discussion
11.4 Conclusion
References
12 Budding the Next Entrepreneur in the Applied Learning Education
12.1 Back to Origin: Reflections from a Decade of Vocational Teaching
12.2 Start-Up Business, Small-And-Medium Enterprise (SME) and Future Economy
12.3 Gig Economy, Slashers and Continuous Learning
12.4 Entrepreneurship Education with Learning Technology in Cloud
12.4.1 The Use of Video Conferencing System
12.4.2 Internet of Things (IoT) and Cloud Technology
12.4.3 Productions
12.5 Final Year Project and Capstone Project
12.6 Case Study: Health Information System (HIS), and Logistics Research Project
12.7 Make It Work in Real Life
12.8 Conclusion
References
13 Does Online Practice Based on an Adaptive Curriculum Work Better than Written Feedback for EAP?
13.1 Introduction—Course Syllabus
13.2 Teaching Academic English as Skills: Drafting, Reasoning and Positioning
13.2.1 How the Skill of Drafting Can Be Taught
13.2.2 How the Skill of Reasoning Can Be Taught
13.2.3 How the Skill of Positioning Can Be Taught
13.3 Data Collection
13.3.1 Participants
13.3.2 Research Design: Adaptive Curriculum
13.3.3 Approach to Analysis
13.4 Evidence of Engagement and Academic Skill Application
13.4.1 Student Engagement and Learner Autonomy
13.4.2 Evidence of Academic Skill Application
13.5 Recommendations
13.5.1 Adopt Analytic Rubrics Rather Than Holistic Rubrics
13.5.2 Adaptive Curricular Are More Engaging but More Time-Intensive
13.5.3 Feedback Improves Scores, Practice Improves Skills. Use Both
References
14 Improving Students’ Learning Experience Using Simulated Environments in Applied Degree Education in Architecture, Engineering, and Construction
14.1 Introduction
14.2 Applied Degree Education in Architecture, Engineering & Construction
14.3 Bloom’s Taxonomy and Applied Degree Education in AEC
14.4 Impact of Covid-19 Pandemic on Applied Education in AEC
14.5 Simulated Environment for Applied Education in Architecture, Engineering & Construction
14.6 Virtual Reality, Augmented Reality, and Mixed Reality
14.7 A Case of Organizational Simulation in Architecture, Engineering & Construction 
14.8 Obstacles in Adoption of Simulated Environments
14.9 Concluding Remarks
References
15 Developing an Online Practicum in Professional Education: A Case Study from UK Teacher Education
15.1 Introduction
15.2 Research Aims
15.3 Research Setting
15.4 Methods and Data Sources
15.5 Findings
15.5.1 Partnership Brokerage
15.5.2 Curriculum Enactment
15.6 Conclusion
References
16 New Intervention Strategy in Teaching and Learning Under Covid-19 Pandemic: Nursing Simulation on Health Worker Training in Tertiary Education, Hong Kong
16.1 Introduction
16.2 Background
16.3 Methodology
16.3.1 Study Design
16.3.2 Sampling and Participant Recruitment
16.3.3 Interview Guides
16.3.4 Simulation Workshops
16.3.5 Data Collection and Measures
16.3.6 Data Analysis
16.3.7 Qualitative Rigor
16.3.8 Ethical Consideration
16.4 Results
16.4.1 Major Findings of 3 Focus Groups
16.4.2 Major Findings of 5 Individual Interviews
16.4.3 Commonalities and Differences in Both Focus Groups and Individual Interviews
16.5 Discussion
16.6 Limitation
16.7 Conclusion
16.8 Appendix
References
Part III Driving Student Access, Engagement and Success Through Digital Technologies
17 A Reflection Case to Covid-19 Pandemic: Online Learning Experience
17.1 Introduction
17.2 Method
17.2.1 Background
17.2.2 Subjects and Data Collection
17.2.3 Data Analysis
17.3 Findings
17.3.1 Online Teaching and Learning Experience
17.3.2 Support
17.3.3 Students’ Engagement
17.4 Time
17.4.1 Collaborative Group Work
17.4.2 Assessment
17.5 Discussion
17.5.1 Key Findings
17.5.2 Implications
17.5.3 Limitations and Further Studies
17.6 Conclusion
References
18 Product Design Education in the Wake of COVID-19: New Technologies Enabling Experiential Learning Relevant to Future Practices
18.1 Background
18.2 Literature Review
18.2.1 Learning Modes
18.2.2 Research Inspired Teaching
18.2.3 Computational Design in Product Design
18.3 Research Question
18.4 Methodology
18.4.1 Description of Authors Perspective
18.4.2 Description of Action Research
18.4.3 An Example of UIC
18.5 Results
18.6 Discussion
18.6.1 Methods to Build Structural Understanding
18.6.2 Limitations of Teaching Exclusively Online
18.7 Conclusion
Appendix
References
19 How Do Moroccan Higher Education Students Behave During the Remote Education in Time of COVID-19?
19.1 Introduction
19.2 Education 4.0: Scope and Overview
19.2.1 Industry 4.0 and the Need for Education Revolution
19.2.2 Scope of Education 4.0
19.2.3 Overview of Education 4.0 in Moroccan University
19.3 Methodology and Sample Presentation
19.3.1 Methodology
19.3.2 Sample Presentation
19.4 Results and Discussion
19.4.1 How Do Moroccan University Students’ Study During the Remote Learning?
19.4.2 Student Engagement During the Lockdown Period
19.4.3 Assessment Remote Education Experience
19.5 Conclusion
References
20 Technology-Enhanced Student-Centric Learning in Information and Multimedia Technologies in the New Normal Era
20.1 Introduction
20.1.1 Problems
20.2 Literature Review
20.2.1 Remote Teaching and Learning
20.2.2 Virtual Learning in Practical Session
20.2.3 Curricula and Assessment
20.3 Decomposed Teaching Strategy with Virtualized Practical Sessions
20.3.1 Theoretical Sessions
20.3.2 Software and Hardware Involved Practical Sessions
20.4 Pilot Study Results
20.4.1 Data Collection
20.5 Discussion
20.5.1 Findings Towards the Research Questions
20.6 Conclusion
References
21 Enhancements of Vocational Students’ Engagement of Workplace Learning in the Industry-University Collaboration Learning Environment: A Case Study in the Greater Bay Area
21.1 Introduction
21.2 Theoretical Backgrounds
21.2.1 Industry-University Collaboration Perspectives
21.2.2 Workplace Learning and Community of Practice
21.3 Methods
21.3.1 Context and Participants
21.3.2 Data Analysis
21.4 Findings and Discussion
21.4.1 Industry-University Collaboration Reframed Students’ Workplace Learning
21.4.2 The Involvement of Students’ Work-Based Learning
21.4.3 The “Dual Tutor” System and the “Prospective Employee” Plan
21.5 Conclusion and Implications
References
22 Engaging Students Through Technology-Enhanced Interactive Activities Outside the Classroom
22.1 Introduction
22.2 Literature Review
22.2.1 Attention Decline in Classes
22.2.2 Flipped Classroom as a Way to Motivate Students
22.2.3 Motivation to Study Outside Classroom
22.2.4 Existing Tools for Learning SQL
22.2.5 Gamification in Education for Engagement
22.2.6 Need for English Presentation Skills with Peer Evaluation
22.3 Research Method
22.3.1 Research Tools
22.3.2 Research Participants
22.3.3 Quantitative Phase of Survey
22.3.4 Qualitative Phase of Survey
22.4 Implementation
22.4.1 Implementation of Flipped Classroom
22.4.2 Implementation of SQL Challenge Game
22.4.3 Implementation of Video Assignments
22.5 Results and Analysis
22.5.1 Flipped Classroom
22.5.2 Results of SQL Challenge Game
22.5.3 Results of Video Assignments
22.5.4 Sharing Presentation Comments Appreciated
22.5.5 Inspiration with Eye-Catching Topics
22.6 Conclusion
22.6.1 Most Students Liked the Combination of SQL Challenge Game, Video Assignment, and Flipped Classroom
22.6.2 Flipped Classroom Most Well Received
22.6.3 More Game Elements Should Be Added to Game Platform
References
23 Reflexivity on Delivering Experiential Learning Before and Since Coronavirus Pandemic
23.1 Introduction
23.2 Knowledge Society and Experiential Learning
23.3 Experiential Learning at Hong Kong Higher Education
23.4 Experiential Learning and Reflexivity
23.5 Research Objective, Research Questions, and Methodology
23.6 Before Coronavirus Pandemic
23.7 Since Coronavirus Pandemic
23.8 Comparing Before and Since Coronavirus Pandemic
23.9 Implications and Limitation
23.10 Conclusion
References
24 COVID-19 and Contactless Learning and Teaching: The Impact of Active Participation and User Acceptance
24.1 Introduction
24.1.1 Influence of COVID-19 on Higher Education
24.1.2 Contactless Learning and Teaching
24.1.3 Factor to Influence the Implementation
24.1.4 Gaps in the Literature and Present Study
24.2 Method and Procedure
24.2.1 Participants
24.2.2 Location-Based Service: Our Use of ATLAS Software and iBeacon Hardware
24.2.3 Measurement
24.2.4 Data Analysis
24.3 Results
24.4 Discussion
24.5 Conclusion and Further Direction
References
Part IV Lifelong Learning, Partnering and the Future of Work
25 Making Connections Between Work and Study—Maximising the Value of Degree Apprenticeships
25.1 Introduction
25.2 The Context
25.3 Degree Apprenticeships in UK Higher Education
25.4 Literature Review
25.4.1 Policy
25.4.2 Pedagogy
25.4.3 Practicalities
25.5 Senior Leader Degree Apprenticeship Case Study
25.5.1 Negotiated Learning
25.6 Lessons Learnt
25.7 Discussion
25.8 Conclusions
References
26 Re-engineering the Food Industry: Where Do We Go from Here?
26.1 Introduction
26.2 The Growth of Food Process Engineering and Mass Food Production
26.3 To what Degree has Food Process Engineering lost its Lustre in recent Times?
26.4 Food Manufacturing: 20th Century Growth, Profitability and “The Management Century”
26.5 Food, Environment, Sustainability and Change
26.6 Re-engineering the Food System
26.6.1 How can this rapid Pace of Change be achieved in the Food Industry without dedicated Food Engineering Skills and/or the Educational Resource needed to provide the same?
26.7 Defining Food Process Engineering
26.8 Educating a new Breed of Food Engineering Professionals
26.9 The Urgency of Demand
26.10 University of Nottingham: A Case Study
26.11 National Food Security; Defining a New Generation of Food Engineers
26.12 Conclusion
References
27 The Relevance of Applied Education to Urban Sustainability: A Case Study of a Degree Programme in Horticulture, Arboriculture and Landscape Management in Hong Kong
27.1 Introduction
27.2 Changes in the Traditional Paradigm
27.2.1 Experiential Learning for Tackling Loosely Classified Knowledge
27.2.2 Training Provision in Work-Integrated Learning
27.3 Transferrable Skills
27.4 COVID-19
27.4.1 Challenges and Opportunities
27.4.2 Intended, Enacted and Experienced Curricula
27.4.3 Unexpected Discoveries
27.5 Local and Global Themes
27.5.1 Pacing and Sequencing of Knowledge
27.5.2 Composition of Students
27.5.3 Expectation Management
27.5.4 Care and Support
27.5.5 Response to Social and Global Dynamics
27.6 Gearing up for the Future
27.6.1 Connecting the Field and the Classroom with Technology
27.6.2 Crossing the Boundary
27.6.3 Teachers Can Do and Teach
27.7 Conclusion
References
28 From Deindustrialization to Reindustrialization: A Repositioning of Vocational Education and Training for Improving Synergy and Connection Within the Social Structure in Hong Kong
28.1 Introduction
28.2 First Stage: Undermining Status of VET Due to Deindustrialization Since the 1990s
28.2.1 The Decline of Prevocational and Technical Schools in Hong Kong
28.2.2 VTC as a Stepping Stone of Modern VET Development in Hong Kong
28.3 Second Stage: Shifting Status of VET Under Education Reform and Ongoing Renewal of the School Curriculum Since the 2000s
28.3.1 Secondary Education Level Development of Vocational Education
28.3.2 Post-Secondary Education Level Development of Vocational Education
28.4 Third Stage: A Milestone from VET to VPET Initiative Since 2014
28.4.1 The VPET Initiative and Ongoing Follow-Ups
28.4.2 The Launch of a Pilot Project on Applied Degree Programmes
28.5 Findings
28.5.1 Vague and Narrowed Positioning of VPET: For Multiple Pathways of Students or Situating Economic Needs?
28.5.2 Fragmented and Misaligned Policy Planning Between VPET Initiative and Reindustrialization Policy
28.5.3 Disarticulation Between International Industry 4.0 Trend and Traditional Industries’ Needs
28.6 Discussion and Recommendation
28.6.1 Repositioning of VPET in Social Structure to Better Achieve Reindustrialization
28.6.2 Incorporating STEM Development with Digitalization and Craftsmanship in Strategic Planning of VPET Direction
28.7 Conclusion
References
29 Globalisation and the Massification of Higher Education in the Hong Kong Context: Dealing with the Challenges of Globalisation
29.1 Introduction
29.2 Globalisation
29.2.1 Globalisation and Internationalisation in Education
29.2.2 Internationalisation of Hong Kong Higher Education
29.3 Neo-Liberalism in Hong Kong Education
29.4 Massification of Higher Education in Hong Kong
29.4.1 Community Colleges and Associate Degrees
29.4.2 Overseas Intuitions and Top-Up Degrees
29.5 Conclusion
References
30 Facilitating Transformational Change in Applied Degrees in Engineering: A BRAVE New World
30.1 Introduction
30.2 Case Study: WMG, University of Warwick
30.2.1 Why is Transformative Change Needed?
30.3 The Time for Transformation is Now! The BRAVE Model of Applied Engineering Education
30.3.1 Lockdown, the Pandemic and Pedagogy in WMG
30.3.2 Introducing the BRAVE Model of Educational Transformation
30.3.3 The BRAVE Project: Researching the Student Perspective
30.4 Being BRAVE: Educational Transformation in Action!
30.5 Conclusion/Recommendations
References
Author Index