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Development of Multidisciplinary Digital Competencies to Prepare Technical Vocational Students for Industry 4.0.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Development of Multidisciplinary Digital Competencies to Prepare Technical Vocational Students for Industry 4.0./
作者:	Roll, Michael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	240 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28732666
ISBN:	9798544227472

Development of Multidisciplinary Digital Competencies to Prepare Technical Vocational Students for Industry 4.0.
Roll, Michael.

Development of Multidisciplinary Digital Competencies to Prepare Technical Vocational Students for Industry 4.0. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 240 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--Universitaet Mannheim (Germany), 2021.

This item must not be sold to any third party vendors.

In Industry 4.0 (so named in reference to the three preceding industrial revolutions), realtime data transmission connects the stakeholders of industrial production chains not only horizontally, but also vertically. Due to this networking, one no longer speaks of mere production chains that tie the suppliers with the final production, but of so-called value-added networks. These networks enable the production of goods in "batch size one", i.e. individual items at the price of mass-produced ones, through intelligent control systems. While the term "Industry 4.0" originated in Germany, the flexibility it refers to has also become an important element for business and science beyond German-speaking countries. The increasing interconnectedness offers customers an individualization of their desired product with a high quality and at an affordable price.However, the smoothly interconnected processes required for this also increase the complexity of production. This complexity also affects jobs and job-related tasks. These will undergo change, because numerous tasks, depending on the profession, will be eliminated and new ones added. One consequence of this will be that the job-related competencies of employees will also have to change, depending on the substitutability of the respective job-related tasks. At present, the transformation of production chains into Industry 4.0 value-added networks is still mostly of a conceptual nature. Nevertheless, it can be assumed that the manufacturing and technical professions in production will be the first affected by the changing requirements.As a result of increasing interconnectedness, the demand for multidisciplinary competencies is increasing, especially for technical tasks. Furthermore, many of the classic work tasks are shifting to the digital context, which means that digital competencies are increasingly needed in addition to job-specific and technical competencies. The first research question was addressed in this thesis is therefore which multidisciplinary digital competencies technical vocational students should possess in the future in order to be adequately prepared for the requirements of Industry 4.0. In order to promote the necessary competence development of technical vocational students, so-called Learning Factories 4.0 were implemented in vocational schools in Baden-Wuerttemberg. These are model-like, interconnected industrial production facilities and can represent batch size one production with all the consequences and necessary interfaces. This led to the second research question, namely whether Learning Factories 4.0 can support the desired development of competencies among technical vocational students.To provide a valid answer to these research questions, an explorative mixed-method research design was chosen for this dissertation. Based on theoretical assumptions, two qualitative studies were conducted in which both corporate instructors (study 1) and technical vocational teachers (study 2) were asked which multidisciplinary digital competencies, in addition to their technical competencies, will be important for technical vocational students in the future. The following central competence dimensions were formed from the respective responses: attitude towards digitization, handling of digital devices, Information Literacy, application of digital security, usage of copyright, collaboration, problem solving and self-reflection in a digital context. These competency dimensions and their interrelationships were then empirically tested and modified through a quantitative study using a structural equation model (study 3), confirming attitudes towards digitization as a predictor of the conceptual model of multidisciplinary digital competencies.

ISBN: 9798544227472Subjects--Topical Terms:

517098
Teaching.

Development of Multidisciplinary Digital Competencies to Prepare Technical Vocational Students for Industry 4.0.
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