Impact of digital technologies on entrepreneurship education within institutions of higher education in the industry 4.0 era: a South African case
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Authors
Mugunzva, Fidel Isheanesu
Issue Date
2024-02
Type
Thesis
Language
en
Keywords
Industry 4.0 , Digital Technologies , Entrepreneurship Education , Higher Education , Artificial Intelligence , Big Data , Internet of Things , Cloud Computing , Virtual Reality , Fourth Industrial Revolution and Digitalisation , SDG 9 Industry, Innovation and Infrastructure
Alternative Title
Abstract
The study investigates the integration of Industry 4.0 digital technologies within entrepreneurship education (EE) at higher education institutions (HEIs). The research examined the impact of advanced technologies, including artificial intelligence (AI), virtual reality (VR), big data analytics, and the Internet of Things, in reshaping EE and fostering an entrepreneurial mindset among students by employing a qualitative methodology. The research study upon which this thesis is based has employed an interpretive approach to the collection, analysis and interpretation of primary data obtained from the South African higher education institution, including seventeen semi-structured interviews with students and faculty members. Due to the relatively small sample size, thematic analysis rather than phenomenography was employed to analyse findings. Thematic analysis, employing colour coding techniques, was utilised to identify recurring patterns in the data. Based upon the findings of this research study, key factors promoting the adoption of 4.0 digital technologies in EE, included enhanced learning experiences, increased student engagement, and alignment with the evolving needs of industries. However, the study also identified several significant barriers, including inadequate digital infrastructure, resistance to change, and a lack of pedagogical preparedness among faculty members. Both faculty and students demonstrated optimism towards 4.0 digital technologies, although varying levels of digital literacy were observed. This emphasizes the importance of customised training programmes aimed at improving digital competencies. Based on the study, an innovative model called the Digital Entrepreneurship Enrichment Model (DEEM) was established. This model provides a structured framework for HEIs incorporating Industry 4.0 technologies into EE. The DEEM assists institutions in effectively embracing Industry 4.0 transformation in the field of EE. This pioneering framework outlines a comprehensive approach to equipping students with entrepreneurial thinking and essential digital skills that align with the evolving entrepreneurial landscape. Finally, the study provides several strategic recommendations to overcome barriers that hinder the adoption of Industry 4.0 technologies in EE including the modernisation of digital infrastructure within HEIs, the assessment of stakeholder digital literacy, the provision of tailored training programs, the cultivation of industry partnerships, and the ongoing monitoring of integration efforts. By implementing these recommendations, institutions can effectively integrate Industry 4.0 technologies into EE. Policy implications include modernising HEI digital infrastructure, assessing stakeholder digital literacy, providing tailored training, cultivating industry partnerships, and monitoring integration efforts. Effective implementation can equip students with entrepreneurial thinking and essential digital skills for the evolving entrepreneurial landscape.