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This chapter explores the relationship between higher education leadership and humanizing pedagogy. It is premised on the assumption that higher education leadership, as a social construct, is both a philosophical problem and policy imperative. Yet, the fourth industrial revolution and artificial intelligence (AI) imperatives have far-reaching implications for the “dominant” higher education leadership theory and practice. With this in mind, this chapter advocates for a broader and culturally inclusive understanding of higher education leadership perspectives. Among others, this thesis is that in a developing country context such as South Africa, for example, the dominant approach of higher education leadership should be guided by the Ubuntu principles and humanizing pedagogy. The author argue that the humanizing pedagogy and Ubuntu principles, in a culturally diverse setting of the fourth industrial revolution era and AI, have the prospects of changing the current unacceptable levels of performance and bring change in a larger scale in higher education institutions.

The World Economic Forum held in Davos, Switzerland, in January 2016, brought together leaders from the areas of science and technology, business, health, education, government and other fields as well as representatives from the media. A key theme of the forum was what has come to be known as the “fourth industrial revolution”.

News reports and blog posts about the forum gave the impression that this new “revolution” would bring unprecedented advances in science and medicine as well as would hold the potential for a future dominated by intelligent robots and massive levels of unemployment.

For example, on January 24, 2016, Elliot of The Guardian reported that the “Fourth Industrial Revolution brings promise and peril for humanity”. Sensational headlines and sound bites are good at attracting attention but they are not very effective with regard to communicating what this revolution is about and what it could mean for our lives, communities, governments and our workplaces in the near and distant future. The snippets of information reported here and there give the impression that robots, artificial intelligence, cloud-based computing, big data and a combination of other technologies are gradually merging to create a new reality which has the potential for revolutionizing our way of life.

This installment of the Data Deluge consists of an exploration of the fourth industrial revolution, what role libraries might play in this revolution and how our information environment could be forever changed.

The purpose of this paper is to examine the industry's expectations on the key employability skills of fresh graduates in the communication and media industry. The Fourth Industrial Revolution has raised the question of whether the university should produce work-ready graduates with employability skills. Driven by the theory of human capital, society expects higher education to produce graduates with skills that are useful in their workplace.

The data were gathered primarily through a quantitative survey, which was later extended to include qualitative interviews. Quantitatively, questionnaires were completed by 313 employers from the middle and top-level management from the communication and media industry. This study also expands on qualitative data through in-depth interviews with nine respondents who were among key decision-makers of recruiting graduates to garner their insights on required employability skills.

The findings revealed the following employability skills required by the industry in the Fourth Industrial Revolution: communication, ICT or digital, leadership, interpersonal, and personal qualities skills.

These findings are beneficial to education providers as well as media and communication industries in preparing students and developing their skills to adapt to the changes in the workplace.

The authors provide an empirical understanding of industry expectations towards employability skills in the Fourth Industrial Revolution of the communication and media industry within the Malaysian context.

This chapter x-rayed the industrial revolution phases down to the 4th industrial era or the Fourth Industrial Revolution (4IR) The Fourth Industrial Revolution — commonly referred to as Industry 4.0 or i4.0 — is the next stage in digital transformation. The Fourth Industrial Revolution (4IR) is sometimes described as an incoming thunderstorm, a sweeping pattern of change visible in the distance, arriving at a pace that affords little time to prepare. With the resultant effects of up-skilling and re-skilling the workforce for future fits of the industry 4.0 era. The chapter also provided answers to what skills today's workforce need to develop as their roles evolve, what re-skilling, cross-skilling, up-skilling is all about and the various strategies through which library managers can adopt to encourage their workforce to re-skill, cross-skill and up-skill.

The purpose of this paper is to profile the WHATT theme issue: “The fourth industrial revolution: What are the realities for maritime- and tourism-dependent countries?”, with reference to the experiences of the theme editors and writing team.

Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process.

This paper identifies the ways in which both industry and education need to change and embrace emerging technologies with particular reference to tourism and maritime provision and infrastructure in the Caribbean region.

The theme issue outcomes provide indicators and action points for tourism and maritime industry stakeholders and for academics involved in planning and delivering learning support to these industries.

This paper draws on discussion and applied research with industry to identify and assess the likely impact of the fourth industrial revolution in tourism- and maritime-dependent countries. Taken together, the theme issue collection of articles provides a rich picture of the changes occurring and prospects for the future.

The world is moving toward a new industrial revolution period where digital technology has achieved unprecedented developments. The industrial revolution (IR) is a subcategory of the fourth industrial revolution (4IR). This paper aims to discuss the 4IR technologies from the perspective of librarians. It investigates the perceptions of librarians about the 4IR.

The study was conducted in the Malaysian academic libraries. A set of eight open-ended questions were designed to investigate the challenges, barriers and business case to encompass the art of thinking skills in information technology (IT) and operational technology (OT). The participants were a group of librarians' working in the 4IR with a glimpse of the transformation toward smart libraries. Four librarians' answered the blurred line and fill the gap between life as a librarian and technology as the cutting edge of industry development.

The findings of this study on the 4IR as a global business–library industry exposed that the technological advancements and development process of information system (IS) has incorporated the most advanced and innovative technologies which have influenced librarians' perceptions, thinking skill and mindset. This study proposes IS enablers and librarians to take measures to cope with the 4IR.

This study is unique in the sense that it is the foremost research on 4IR from the perspective of Malaysian librarians'.

This chapter reviews the changing contours of education governance in today’s global environment in which governments participate in different educational agreements across various levels (supranational and global) or what is identified as the rise of “educational multistakeholderism.” Methodologically it draws up discursive evidence from previous studies in the form of a content analysis to show how the expansion of international regimes (institutions) into new issue areas, such as education, creates an overlap between the elemental (core) regime and other regimes. In exploring how regime theory has been applied to comparative and international education, this chapter draws attention to how new regimes and institutions arise and coexist alongside two or more classes (civil society, nongovernmental, intergovernmental, businesses, and state) of actors and its consequences for education governance. It suggests that regime complex(es) in education, which aims to facilitate educational cooperation and are composed of assemblages from several other regimes, are responsible for governing, steering, and coordinating education governance activities through the use of agreements, treaties, global benchmarks, targets, and indicators. It concludes by suggesting that regimes and regime complex(es) in education are constituted by different types of multistakeholder governance.

The purpose of this paper is to present the argument that there exists a threshold limitation to new knowledge creation, associated with a global productivity growth slowdown, a global decline in research and development (R&D) productivity and a decline in the growth of globalisation.

Taking the form of a conceptual paper, this paper seeks to advance the polemic that despite discussions of a ‘fourth industrial revolution,’ there has been no substantive change in a global decline in productivity growth, particularly in developed countries. Specific threats are identified and related to the consequences of technological proliferation in the absence of an effective research response to address them. Certain theoretical propositions are derived, with the suggestion that novel theory promises a ‘fifth industrial revolution,’ one that might ultimately reverse the downward trend in global productivity growth.

Drawing on management theory, derivation of the theoretical propositions suggests the existence of a mechanism related to research productivity enhancement. Discussions suggest that this mechanism might ultimately explain how the R&D productivity decline, evident since the 1970s, may ultimately be reversed.

The paper seeks to provoke novel thinking about the consequences of a failure to develop a research agenda explicitly focused on the attainment of economies of scale in the research process itself.

This chapter reflects on the understanding of the phenomenon known as Smart Industry, Industry 4.0, fourth industrial revolution, and many other labels. It does so by reflecting on the issue of terminology, as well as the existing diversity regarding the description of the phenomenon. The issue of meaning is addressed by assessing the results from Culot, Nassimbeni, Orzes, and Sartor (2020) and Habraken and Bondarouk (2019) which are, subsequently, used to develop a workable description. Findings from the two assessed studies raise the question of whether a workable construction of the phenomenon is to be understood as the key technologies or the distinctive developments? A question without a definitive answer, but I will present my view by taking inspiration from the manner in which the prior industrial revolutions are commonly understood. This leads to a, still multifaceted though, more focused understanding of the phenomenon. The insights, formulated proposition and developed model stemming from the reflection of terminology and meaning of the phenomenon helps move the current technology-related phenomenon forward. They assist with the establishment of well-documented papers. A critical aspect if we aim to understand how management will look like in the era of this phenomenon.