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This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment.

This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability.

Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives.

Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work.

The purpose of this paper is to investigate employers’ attitudes towards qualities and skills for the twenty-first century of Hanoi Open University (HOU) postgraduates. More specifically, it is to find out employers’ assessment and satisfaction on five sets of skills: foundation skills, professional competencies, personal attributes, organizational skills and technical knowledge and skills.

The study used a survey questionnaire as a tool to collect data. The survey was conducted on employers of HOU postgraduates who graduated during the academic years 2015–2016 from five faculties at HOU.

The findings of the study show that employers highly appreciated HOU postgraduates in numeracy skills, ICT literacy skills and information literacy within foundation skills; critical thinking and problem solving skills, collaboration skills and conceptual skills within professional competencies; responsible, integrity and interpersonal skills within organization skills; productivity, organization and planning and time management within organizational skills; knowledge-related regulations and policies at workplace, capacity to use knowledge and skills at workplace and lifelong learning within technical knowledge and skills.

The values of the study are that the employer attitudes identified can be used to evaluate educational programs and can be used as a quality assurance measure. The study helps to indicate the gap between the expectation and the satisfaction of employers on HOU postgraduates. Thereby, suggestions can be given to HOU’s management to improve the services at the university in general and the services to postgraduate students in particular to upgrade their qualities and skills to meet social demands.

This paper aims to analyse the most significant disruptive events affecting tourism during the twenty-first century, particularly the 2020 COVID-19 pandemic.

Based on a thorough literature review, this study takes a complexity science approach to the field of tourism to shed light on the challenges of disruptive events in tourism systems.

Focusing on the COVID-19 pandemic, in particular, this study acknowledges that disruptive events are complex and have tremendous impacts on several areas of society: people’s psychological well-being and the health-care system, as well as social, economic, cultural, technological, environmental and political dimensions. Whether they occur alone or interact, these dimensions add varying levels of complexity to the tourism system. In response, the tourism industry can adopt a resilience model as a crisis management tool to address disruptive events affecting this field.

As this paper is mainly theoretical, future empirical research will contribute to refining the findings and testing the usefulness of the proposed model.

The paper looks at examples of successful and unsuccessful of COVID-19 outbreak management in various countries to analyse issues such as crisis management, resilience and tools for coping with the impacts of disruptive events.

This theoretical paper proposes a first taxonomy of the multidimensional impacts of twenty-first-century disruptive events on tourism and dissects the phases of crisis management, with a corresponding conceptual model.

本文分析了21世纪影响旅游业的最为重要的破坏性事件, 尤其关注2020年新型冠状病毒肺炎大流行

本文将复杂性科学方法应用于旅游领域, 通过全面的文献综述, 揭示破坏性事件给旅游系统带来的挑战。

本文承认破坏性事件, 特别是新型冠状病毒肺炎大流行, 复杂且影响巨大, 涉及心理、医疗、社会、经济、文化、技术、环境和政治等诸多方面。这些影响不管是单一的还是相互作用的, 都在不同程度上增加了旅游系统的复杂性。旅游业可以将弹性模型作为危机管理工具, 以应对其领域内的破坏性事件。

本文首次提出了21世纪破坏性事件对旅游业的多维影响的分类法, 并对危机管理的各个阶段进行了剖析。本文还提出了一个综合模型。

由于本文以理论为主, 未来的实证研究将有助于完善研究结果和验证所提出模型的实用性。

本文着眼于不同国家新冠疫情管理的成功和失败案例, 分析危机管理、复原力以及应对破坏性事件影响的方法等问题。

Identificar los eventos disruptivos mundiales más importantes que han afectado el turismo en el siglo XXI poniendo especial atención en la pandemia causada por el COVID-19 en el 2020.

Mediante un enfoque a las ciencias de la complejidad aplicado al turismo y una exhaustiva revisión bibliográfica, este artículo esclarece el reto que significa un evento disruptivo en el turismo.

Los eventos disruptivos, en particular el COVID-19, son complejos y generan un alto impacto tanto en el aspecto psicológico, sanitario, social, económico, cultural, tecnológico, medioambiental y político. En su interacción, todos ellos añaden un diferente grado de complejidad al sistema del turismo. Este artículo propone adoptar un modelo de resiliencia como herramienta de gestión de crisis para afrontar eventos disruptivos en el campo del turismo.

Proponer una primera clasificación de los impactos multidimensionales de los eventos disruptivos del siglo XXI en el turismo y un desglose de las fases de gestión de crisis, como así también proponer un modelo integrador de ambos aspectos propios de un evento disruptivo.

Debido al carácter teórico de este artículo, el modelo integrador sugerido representa un marco prometedor para futuras investigaciones en el plano empírico.

Este artículo presta atención a aquellos países que han gestionado la pandemia de forma exitosa o no, para así tener una mejor noción de gestión de crisis y herramientas para hacer frente a futuros eventos disruptivos.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.

This paper considers supply chain management organizations with the aid of 'chaotic systems theory' developed originally in physics and mathematics. Since innovations in supply chain management are vital for organizational survival 'complex systems theory' may assist in fine-tuning managerial philosophies that provide stability in supply chain management because it is on the boundary of chaos that the greatest innovational creativity occurs. Neither 'management by rigid objectives' (MBO) nor 'management by instruction' (MBI) will be suitable for the information society of the twenty-first century because chaotic social systems will no longer be effectively managed. However, the capacity for self-organization will be derived essentially from how supply chain management members accept a shared set of values or principles for action-'management by values' (MBV). Complex systems theory deals with systems that show complex structures in time or space, often hiding simple deterministic rules. This theory holds that once these rules are found, it is possible to make effective predictions and even to control the apparent complexity. The state of chaos that self-organizes is attributable to the appearance of the 'strange attractor' and provides the ideal basis for creativity and innovation in the twenty-first century. In the self-organized state of chaos, social members are not confined to narrow roles and gradually develop their capacity for differentiation and relationships, growing progressively towards their maximum potential contribution to the efficiency of the organization. In this meaning, values act as organizers of 'attractors' of disorder, which, in the theory of chaos, are systems represented by usually regular geometric configurations that predict the long-term behavior of complex systems. In supply chain management organizations (as in all kinds of social systems) the initial principles end up as the final principles in the long term. An attractor is a model representation of the behavioral results of the system. The attractor is not a force of attraction or a goal-oriented presence in the system; it simply depicts where the system is heading based on its rules of motion. In supply chain management organizations that cultivate or shares values of autonomy, responsibility, independence, innovation, creativity, and proactivity, the risk of short-term chaos is mitigated by external complexities that organizations are currently confronting. The strategy is to alter the supply chain management's surroundings so that they can benefit from management by values (MBV).

The purpose of this paper is to highlight the ways in which traditional views of entrepreneurs and entrepreneurship have inadvertently limited entrepreneurship education. The authors propose a broader view of what it means to be an entrepreneur and describe a disruptive approach to entrepreneurship education, one that centers around building students’ entrepreneurial mindset. By tapping into students’ “inner entrepreneur” and nurturing their abilities to think and act creatively, embrace failure, effect change and be resilient, the authors are preparing them for the challenges of the twenty-first century labor market.

This is a perspective paper about how the traditional views of entrepreneurship education may be limiting its potential to create entrepreneurial college graduates set to take on twenty-first century careers.

Teaching the entrepreneurial mindset and process will allow us, as educators, to best prepare our students for the complexities of the current and future workforce.

By embracing the original meanings of the word “entrepreneur” – an act of reaching out and capturing and undertaking – the authors demystify what it means to be an entrepreneur. When we adopt a broader and more accurate conceptualization of “the entrepreneur,” we can teach our students to be the entrepreneurs of their lives.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

In the 40 years of reform and opening-up toward a more rational micro-economic structure, the proportion of output of state-owned enterprises shows a declining trend. Over the past decade, on one hand, the operational efficiency of state-owned enterprises has tended to be low as compared to other ownership enterprises; on the other hand, the asset–liability ratio of state-owned enterprises has risen against the trend, and still remains high under the recent national policy of “deleveraging.” The paper aims to discuss this issue.

This indicates that the inefficiency of state-owned enterprises that once hindered China’s economic development has not yet been fundamentally solved, and the task of deepening state-owned enterprises reform is still arduous.

In the process of establishing China’s modern economic system, there will be some “new state-owned enterprises” growing into world-class ones. This requires more effort in enhancing the capacity for independent innovation, improving the level of organizational control, expanding international market opportunities and fulfilling enterprise social responsibilities with high standards.

It is more appropriate for China to have a micro-economic structure in which public ownership predominates and diverse forms of ownership enjoy common prosperity and development.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

Climate analogues have been extensively used in ecological studies to assess the shift of ecoregions due to climate change and the associated impacts on species survival and displacement, but they have hardly been applied to urban areas and their climate shift. This paper aims to use climate analogues to characterize the climate shift of cities and to explore its implications as well as potential applications of this approach.

The authors propose a methodology to match the current climate of cities with the future climate of other locations and to characterize cities’ climate shift velocity. Employing a sample of 90 European cities, the authors demonstrate the applicability of this method and characterize their climate shift from 1951 to 2100.

Results show that cities’ climate shift follows rather strictly north-to-south transects over the European continent and that the average southward velocity is expected to double throughout the twenty-first century. These rapid shifts will have direct implications for urban infrastructure, risk management and public health services.

These findings appear to be potentially useful for raising awareness of stakeholders and urban dwellers about the pace, magnitude and dynamics of climate change, supporting identification of the future climate impacts and vulnerabilities and implementation of readily available adaptation options, and strengthening cities’ cooperation within climate-related networks.