Teaching and learning of industry 4.0: expectations, drivers, and barriers from a knowledge management perspective

IF 3.2 4区管理学 Q1 INFORMATION SCIENCE & LIBRARY SCIENCE

Knowledge Management Research & Practice Pub Date : 2022-07-22 DOI:10.1080/14778238.2022.2088418

G. Tortorella, P. A. Cauchick Miguel, E. Frazzon, A. Portioli-Staudacher, Maneesh Kumar

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引用次数: 1

Abstract

ABSTRACT This paper aimed at (i) identifying the expectations, drivers, and barriers for the teaching and learning in Industry 4.0 (I4.0), and (ii) verifying how they contribute to the knowledge management (KM) in I4.0. For that, we carried out an exploratory, qualitative study in which we collected data through semi-structured interviews with 21 graduate students who coursed an I4.0 48-hour subject in an Industrial Engineering graduate programme. In the content analysis of these data, we framed the identified commonalities according to the four main KM activities: creation, retrieval, transfer, and application. We identified four main drivers, expectations and barriers for teaching and learning I4.0. Results also indicated that those expectations, drivers, and barriers might be related to each other, concurrently affecting more than one KM activity. These results supported the formulation of four propositions for future theory testing and validation, raising the awareness of instructors and lecturers regarding those aspects.

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工业4.0的教学：知识管理视角下的期望、驱动因素和障碍

本文旨在(i)确定工业4.0 (I4.0)中教学和学习的期望、驱动因素和障碍，以及(ii)验证它们如何对工业4.0中的知识管理(KM)做出贡献。为此，我们进行了一项探索性质的研究，我们通过半结构化访谈收集了21名研究生的数据，这些研究生在工业工程研究生课程中学习了48小时的I4.0课程。在对这些数据的内容分析中，我们根据四种主要的知识管理活动:创建、检索、转移和应用，构建了识别出的共性。我们确定了教与学工业4.0的四个主要驱动因素、期望和障碍。结果还表明，这些期望、驱动因素和障碍可能相互关联，同时影响多个KM活动。这些结果支持了未来理论测试和验证的四个命题的形成，提高了教师和讲师对这些方面的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Knowledge Management Research & Practice Multiple-

CiteScore

7.00

自引率

15.60%

发文量

期刊介绍： Knowledge management is a term that has worked its way into the mainstream of both academic and business arenas since it was first coined in the 1980s. Interest has increased rapidly during the last decade and shows no signs of abating. The current state of the knowledge management field is that it encompasses four overlapping areas: •Managing knowledge (creating/acquiring, sharing, retaining, storing, using, updating, retiring) •Organisational learning •Intellectual capital •Knowledge economics Within (and across) these, knowledge management has to address issues relating to technology, people, culture and systems.