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The Libraries are in an era where changes come with high speed and much intense issues, and this seems to be as a result of the 4th industrial revolution. These emerging issues come in the form of changes that are not supposed to be overlooked by the library managers. These are changes libraries and Librarians have to be knowledgeable about. This chapter will address the impact, issues, challenges and controversies, prospects and how libraries should adapt, embrace and redesign their services, spaces and roles to accommodate this change on the Libraries. Existing research in the 4th Industrial revolution tends to focus on the challenges without much prospects and little or no evidence that researchers have approached how the libraries should accommodate and harness this revolutionary changes for improved library services provision. Therefore, this chapter aims to provide how the 4th industrial revolution affects the library and how libraries can harness the industrial revolution for enhanced services provision.

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.

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 purpose of this paper is to examine the changes that will impact learners and learning in the Fourth Industrial Revolution and provide recommendations for transforming education to meet the needs of the maritime industry.

The paper reviews the definition of the Fourth Industrial Revolution and the changes that have occurred in industry as a result. It looks at key Fourth Industrial Revolution technologies and its impacts on the maritime industry. It then presents some strategies for how the maritime education sector can begin to address the paradigm shifts that will be needed to transform education so as to focus on the advantages that can be derived from the Fourth Industrial Revolution.

Rapid technological advances are transforming the process of education around the world and will continue to disrupt not only the education sector but entire industries – education being only one of them. The maritime sector has some specific technologies that will drive digital transformation of business models. Maritime educational institutions around the world will need to be prepared to respond rapidly to this paradigm change and provide the skilled labour the industry will require to remain competitive.

While the technologies that are impacting the Fourth Industrial Revolution have clearly been identified, the education sector still needs practical applications and integration into curriculum and learning to truly embrace the opportunities for the development of workforce competencies in this new age.

The maritime education sector must now start implementing strategies to expose students to new Fourth Industrial Revolution technologies such as artificial intelligence, machine learning, robotics, blockchain and automation technology and how they are changing the future of work. A new shift in the conscious application of these game-changing technologies will be required, and examples of integration are discussed as a starting point for building a long-term plan.

The development of the human capital needed in the Fourth Industrial Revolution must begin now, and it presents challenges to those in the maritime education sector. It, therefore, requires that a digital transformation strategy is in place to deliver the specialized skills and new knowledge workers will need in the future.

This paper discusses the disruption that the Fourth Industrial Revolution technologies will bring to maritime education. One of the findings demonstrates that it clear that it is no longer competitive to ignore the disruption that is happening, and action is needed now.

This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures.

The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced.

The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress.

The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting.

The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences.

Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions.

The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

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.

Industry 4.0 is a term for the so-called Fourth Industrial revolutions. It is the technological integration of cyber-physical systems (CPS) in the process of production. CPS enables internet-based process networking with all participants in the process of value creation. The industrial revolution is actually changing how we live, work and communicate. Many trades have highly been affected by 4IR, libraries are one of them. The libraries of twenty-first century are shifting their paradigms from traditional setup to modern information networking. As people and machines are connecting to each other at enormous speed, artificial intelligence, mobile computing, machine learning and automation of every trade have become a need of the day. Automation and artificial intelligence are change agents in 4IR that will make certain groups of employees redundant, replacing them with new workers with the needed skills or with machines that do the job cheaper. This paper aims to shed light on how the 4IR will “shape the future of education, gender, work and library services”. The purpose of this paper is to highlight the challenges being faced by the library and librarians in the age of Industrial 4.0 revolution in contemporary society. The purpose of this study is to review the past literature on Industrial Revolutions 4.0 in education and interlink them with Library services.

The current study performs a systematic and content-centric review of literature relevant to library services. The literature of this study is based on a six-stage approach to identify the design principles and technology trends of 4IR in education and Library services.

Industry 4.0 Revolution is the current trend of revolutionary technology, which has affected many services in this age of globalization. Similar, Library services have highly been affected by 4IR. An effort has been made to highlight the vari-ous challenges being faced by libraries and librarians in this age of information. Some solutions have been presented to the library professionals to overcome this technology to boost its services up to the entire satisfaction of the patrons.

The strategic approach in this study can serve the academicians and practitioners in the field of librarianship as a stepping stone to develop a successful transition from traditional manufacturing into the industry 4.0.

The study is among the first to identify the challenges being faced by libraries and librarians in this age of Industrial revolutions.

The purpose of this study is to reveal the similarities and differences between the manufacturing and service industries in their prioritization of technologies and public research and development (R&D) roles, along with the complementation of properties of technology and public R&D role in the context of Fourth Industrial Revolution.

Two rounds of Delphi surveys were designed to meet the purpose of this study, which used rigorous triangulation techniques. The Delphi method was combined with the brainstorming method in the first-round Delphi survey, while the second-round Delphi survey focused on experts’ judgments. Finally, language network analysis was performed on the properties of technology and public R&D roles to complement the data analyses regarding prioritization.

This study identifies different prioritizations of five similar key technologies in each industry, so that it can note different technological impacts to the two industries in the Fourth Industrial Revolution. Smart factory technology is the first priority in the manufacturing industry, whereas artificial intelligence is the first priority in the service industry. The properties of the three common technologies: artificial intelligence, big data and Internet of things in both industries are summarized in hyper-intelligence on hyper-connectivity. Moreover, it is found that different technological priorities in the service and manufacturing industries require different approaches to public R&D roles, while public R&D roles cover market failure, system failure and government failure. The highest priority public R&D role for the service industry is the emphasis of non-R&D roles. Public R&D role to solve dy-functions, focus basic technologies and support challenging areas of R&D is prioritized at the highest for the manufacturing industry.

This study of the different prioritizations of technologies in the manufacturing and service industries offers practical lessons for executive officers, managers and policy-makers. They, by noting the different technological impacts in the manufacturing and service industries, can prepare for current actions and establish the priority of technology for R&D influencing the future paths of their industries in the context of the Fourth Industrial Revolution. While managers in the service industry should pay greater attention to the technological content of hyper-intelligence and hyper-connectivity, managers in the manufacturing industry should consider smart factory and robot technology.

Considering the importance and the broad applications of the Fourth Industrial Revolution in various organizations and industries and enjoying the many benefits of this digital transformation framework, organizations need to measure their Industry 4.0 readiness as a starting point and take steps to achieve the strategic goals of Industry 4.0. This study aims to design a comprehensive and practical model that can determine Industry 4.0 readiness level, allowing organizations to implement and exploit technological constituents of this phenomenon.

A systematic literature review (SLR) methodology was used to evaluate and summarize a clear and comprehensive literature overview of Industry 4.0 readiness models and to certify the validity and transparency of the review process. After reviewing 71 articles and survey and then the consensus of Industry 4.0 experts, the 10 dimensions of the 4.0 Industry readiness model were finalized with their indicators having the most frequency in the published articles and models.

The application of the SLR to the development of the new Industry 4.0 readiness model which includes 10 dimensions and 37 indicators and can assess the Industry 4.0 readiness of firms and industries accurately and effectively.

An extensive review of the previous literature yielded the current Industry 4.0 readiness model. The comprehensiveness of this model leads to its wide application in different companies. Future research suggestions are presented at the end of the manuscript.

The concept of the Fourth Industrial Revolution and the application of its technologies are vague and complicated for many organizations and managers, while the need to implement the components and technologies of Industry 4.0 is essential to achieve organizational goals. The presented readiness model helps companies to measure their readiness to enter the Fourth Industrial Revolution and achieve long-term goals.

In this study, an attempt was made to examine the Industry 4.0 readiness models thoroughly and extensively and identify their different approaches. Finally, a comprehensive and multi-dimensional readiness model is presented to assess the position of organizations in order to enter Industry 4.0.

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.