Systemic View of the Role of Higher Educational Institutions in the Great Reset
Abstract
:1. Introduction
2. Literature Review
2.1. The Notion of the Great Rest
2.2. From Concept to Conspiracy Theory
2.3. HigherEducational Institutions and the Great Reset
2.3.1. Dimensional Initiatives
- Shaping the Economic Recovery after COVID-19. The economic recovery from COVID-19 should prioritise climate change, as surveys show. This highlights the need to integrate sustainability into economic policies and investments, focusing on renewable energy, green infrastructure, and sustainable practices. Such measures not only stimulate economic growth but also mitigate environmental risks and enhance resilience to future challenges, fostering a robust and sustainable recovery. They have a critical role in driving innovation, fostering critical thinking, and preparing future leaders with the skills and knowledge necessary to navigate and adapt in a rapidly changing world. Also, HEIs are promoting interdisciplinary research on global challenges and enhancing digital infrastructure to support remote learning and collaboration [31]. By embracing these changes, HEIs can better prepare students to contribute to a more sustainable and equitable society.
- Harnessing the Fourth Industrial Revolution after COVID-19. This initiative is focused on educating students to effectively use available technology [32], which is crucial for preparing the workforce to adapt and innovate in a rapidly evolving digital landscape, driving economic growth, and addressing societal challenges effectively.
- Strengthening Regional Development after COVID-19. European governments are resetting governance systems to better cope with future shocks post-COVID-19 [11]. These strategic adjustments aim to strengthen regional development and enhance resilience in the face of uncertainties, fostering sustainable growth and stability across diverse regions.
- Revitalising Global Cooperation after COVID-19. Revitalising global cooperation post-COVID-19 involves learning from international practices and adapting them to meet the specific needs of each country [33]. This fosters effective collaboration across borders, enabling countries to address shared challenges, promote inclusive development, and build resilient societies globally.
- Developing Sustainable Business Models after COVID-19. Developing sustainable business models post-COVID-19 involves emphasising their capacity to support long-term sustainability, such as through the adoption of circular economy principles [34]. HEIs are becoming more and more important in helping to forward sustainable development objectives (SDGs). [35] claim that by means of teaching, research, and community involvement, universities are particularly suited to shape society norms and values towards sustainability. According to [36], universities all over the world are including sustainability in their operations and strategic planning, therefore promoting a sustainable culture on each campus. Embedding sustainability into the central focus of higher education depends on this institutional commitment. Universities may be leaders in other fields by giving sustainability priority, therefore proving the viability and advantages of sustainable living. Furthermore, a study by [37] emphasises the need for institutional evaluation instruments in assessing and improving initiatives for environmental sustainability within universities. These instruments enable organisations to see areas of strength and weakness in their environmental projects, therefore directing ongoing development and creativity. This fits the focus of the Great Reset on re-evaluating and reconstructing society and businesses to be fairer and more robust. HEIs may generate graduates who are not just aware of but also dedicated to sustainable development as they implement more sustainable practices and include sustainability in their courses. Attaching long-term sustainability objectives and tackling world issues like social injustice and climate change depends on this paradigm transformation in education. Institutional policies and practices also mirror the inclusion of sustainability into higher education.
- Restoring the Health of the Environment after COVID-19. Restoring the health of the environment post-COVID-19 is crucial for human well-being, as it is well known that environmental health significantly impacts human health. Prioritising topics such as biodiversity conservation and pollution reduction is essential to mitigate climate change [38]. By focusing on these initiatives, we can foster a healthier environment that supports human health, promotes ecological resilience, and contributes to sustainable development goals globally.
- Redesigning Social Contracts, Skills, and Jobs. The desired skills for effective job performance are shifting, emphasising the ability of workers to utilise various tools to enhance productivity [39]. This adaptation underlines the importance of digital proficiency and technological competence in modern workplaces. By mastering these tools, workers can optimise efficiency, streamline processes, and remain competitive in an evolving job market driven by technological advancements.
2.3.2. Action Activities
- Through rigorous and relevant research, HEIs drive advancements in both social and technological fields, tackling current challenges and exploring new frontiers of knowledge. HEIs contribute to advancements in various fields, influence policy, and drive societal progress [19].
- HEIs play an important role in developing workforce skills and equipping students with the specific competencies needed for today’s job market. This is the first-dimensional activity, developing workforce skills. HEIs can provide training programs, workshops, and courses that teach students and professionals the necessary skills to succeed in the current job market [40]. This includes both hard skills, like technical proficiency, and soft skills, such as communication and teamwork.
- Providing continuing education and retraining programs ensures that professionals can adapt to evolving industry demands throughout their careers. During the pandemic, there was a surge in continuing educational programs that allowed individuals to gain valuable skills [41].
- The possibility of online and flexible learning, meeting different learning needs and taking advantage of technological progress in education was crucial in the pandemic era. By developing robust online learning platforms and flexible learning options [42], institutions can make education more accessible to a diverse range of students, including working professionals, remote learners, and those with family commitments. Research reveals that there has been a substantial increase in the adoption of online learning platforms, which has reshaped the educational landscape [43]. This shift towards digital education is not merely a temporary adjustment but a transformative change that is likely to persist and evolve [44].
- Supporting entrepreneurship and innovation is fostered in HEIs by encouraging creative thinking and supporting new ventures within the local community. Moreover, HEIs can serve as hubs for community engagement, fostering partnerships with local and global stakeholders to address societal issues. By aligning their missions with the principles of the Great Reset, HEIs can play a vital role in developing a resilient and inclusive future. Institutions can foster a culture of innovation by offering resources like incubators, mentorship programs, and funding opportunities to students and faculty interested in starting their businesses or developing new technologies.
- Engaging actively in community development projects is also an important area in which HEIs should contribute to improving local infrastructure and addressing social needs. Universities can collaborate with local communities to address social, economic, and environmental challenges. This could involve service-learning projects, research partnerships, and community outreach initiatives that benefit both the institution and the community.
- Advocating for policy changes that enhance educational systems and societal frameworks promotes conducive environments for learning and growth. Educational institutions can engage in policy advocacy to influence legislation and public policy in areas relevant to education, research, and societal well-being. This can include providing expert testimony, conducting policy research, and participating in public debates.
- Through international collaboration, HEIs foster global partnerships in academia and research, facilitating the exchange of ideas and enhancing cultural understanding. Prioritising mental health and well-being includes offering support services to nurture a positive and supportive learning environment, which many HEIs have started to provide as part of their services. Partnering with institutions and organisations worldwide enhances the educational experience through exchange programs, joint research projects, and international conferences, promoting cross-cultural understanding and global cooperation [8].
- Finally, by promoting sustainability and resilience, HEIs integrate environmental awareness and sustainable practices into their operations, contributing to a sustainable future.
3. Methodology
3.1. Research Instrument
3.2. Data
3.3. Statistical Analysis
- S(i) Silhouette coefficients for i-th object;
- b(i) Average of the minimum distance between i-th object in a different cluster (average inter-cluster distance)
- a(i) Average of the minimum distance between i-th object in the same cluster (average intra-cluster distance)
- S The average value for the Silhouette coefficients
- N Total number of observations [46]
- -
- Ω is the set of predictor and evaluation fields.
- -
- sigi is the p-value for the i-th predictor [46].
4. Results
4.1. Descriptive Statistics of the Dimension’s Initiatives
4.2. Cluster Analysis
4.2.1. Model Summary
4.2.2. Variable Importance
4.2.3. Clusters
4.2.4. Cluster Comparison
5. Discussion, Implication, and Conclusions
5.1. Summary of the Research
5.2. Theoretical Implications
5.3. Practical Implications
5.4. Limitations and Future Research Directions
5.5. Concluding Remark
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
References
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Variable Code | Dimensions | Measurement |
---|---|---|
D1 | Shaping the Economic Recovery after COVID-19 | 1 to 5 (1-do not agree at all, 5-fully agree) |
D2 | Harnessing the Fourth Industrial Revolution after COVID-19 | |
D3 | Strengthening Regional Development after COVID-19 | |
D4 | Revitalising Global Cooperation after COVID-19 | |
D5 | Developing Sustainable Business Models after COVID-19 | |
D6 | Restoring the Health of the Environment after COVID-19 | |
D7 | Redesigning Social Contracts, Skills and Jobs |
Variable Code | Action Activities | Measurement |
---|---|---|
A1 | Developing Workforce Skills | 1 to 5 (1-do not agree at all, 5-fully agree) |
A2 | Supporting Entrepreneurship and Innovation | |
A3 | Engaging in Community Development Projects | |
A4 | Conducting Relevant Research | |
A5 | Providing Continuing Education and Retraining Programs | |
A6 | Policy Advocacy | |
A7 | Strengthening Online and Flexible Learning Options | |
A8 | International Collaboration | |
A9 | Mental Health and Well-being Support | |
A10 | Sustainability and Resilience Building |
Characteristic | Modalities | # | % |
---|---|---|---|
Scientific field | Social Sciences | 80 | 76.2% |
Technology | 12 | 11.4% | |
Other | 13 | 12.4% | |
Position | Research assistant and postdoctoral researcher | 21 | 20.0% |
Assistant Professor | 21 | 20.0% | |
Associate Professor | 30 | 28.6% | |
Full Professor | 33 | 31.4% | |
Region | Europe-EU | 77 | 73.3% |
Europe-Non-EU | 17 | 16.2% | |
Other | 11 | 10.5% |
Dimensions | Code | N | Mean | Std. Deviation |
---|---|---|---|---|
Shaping the Economic Recovery after COVID-19 | D1_avg | 105 | 3.77 | 0.649 |
Harnessing the Fourth Industrial Revolution after COVID-19 | D2_avg | 105 | 3.69 | 0.759 |
Strengthening Regional Development after COVID-19 | D3_avg | 105 | 3.70 | 0.817 |
Revitalising Global Cooperation after COVID-19 | D4_avg | 105 | 3.56 | 0.762 |
Developing Sustainable Business Models after COVID-19 | D5_avg | 105 | 3.54 | 0.840 |
Restoring the Health of the Environment after COVID-19 | D6_avg | 105 | 3.47 | 0.817 |
Redesigning Social Contracts. Skills and Jobs | D7_avg | 105 | 3.52 | 0.837 |
Number of Clusters | Schwarz’s Bayesian Criterion (BIC) | BIC Change a | The ratio of BIC Changes b | The ratio of Distance Measures c |
---|---|---|---|---|
1 | 1267.356 | |||
2 | 1184.253 | −83.102 | 1.000 | 1.602 |
3 | 1174.38 | −9.873 | 0.119 | 1.588 |
4 | 1209.52 | 35.140 | −0.423 | 1.056 |
5 | 1248.734 | 39.214 | −0.472 | 1.294 |
6 | 1304.428 | 55.695 | −0.670 | 1.026 |
7 | 1361.521 | 57.093 | −0.687 | 1.062 |
8 | 1421.791 | 60.269 | −0.725 | 1.291 |
9 | 1493.658 | 71.868 | −0.865 | 1.268 |
10 | 1573.948 | 80.290 | −0.966 | 1.030 |
11 | 1655.158 | 81.210 | −0.977 | 1.084 |
12 | 1738.727 | 83.569 | −1.006 | 1.166 |
13 | 1826.292 | 87.564 | −1.054 | 1.009 |
14 | 1914.071 | 87.779 | −1.056 | 1.000 |
15 | 2001.857 | 87.787 | −1.056 | 1.303 |
Dimension Initiatives | Code | C1. Leaders | C2. Moderates | C3. Sceptics | F-test |
---|---|---|---|---|---|
Mean (St.Dev) | Mean (St.Dev) | Mean (St.Dev) | (p-Value) | ||
Shaping the Economic Recovery after COVID-19 | D1_avg | 4.23 (0.391) | 3.58 (0.348) | 2.87 (0.619) | 72.592 (0.001) *** |
Harnessing the Fourth Industrial Revolution after COVID-19 | D2_avg | 4.21 (0.429) | 3.49 (0.402) | 2.63 (0.838) | 65.463 (0.001) *** |
Strengthening Regional Development after COVID-19 | D3_avg | 4.24 (0.451) | 3.52 (0.480) | 2.54 (0.877) | 63.807 (0.001) *** |
Revitalising Global Cooperation after COVID-19 | D4_avg | 4.04 (0.540) | 3.39 (0.420) | 2.58 (0.827) | 46.416 (0.001) *** |
Developing Sustainable Business Models after COVID-19 | D5_avg | 4.09 (0.501) | 3.39 (0.432) | 2.31 (0.897) | 65.955 (0.001) *** |
Restoring the Health of the Environment after COVID-19 | D6_avg | 4.00 (0.640) | 3.25 (0.355) | 2.46 (0.866) | 45.932 (0.001) *** |
Redesigning Social Contracts. Skills and Jobs | D7_avg | 4.04 (0.557) | 3.33 (0.475) | 2.44 (0.961) | 45.877 (0.001) *** |
Social Sciences | Technology | Other | Chi-Square (p-Value) | ||||
---|---|---|---|---|---|---|---|
Cluster | N | % | N | % | N | % | 17.012 |
Advocates | 39 | 48.80% | 8 | 72.71% | 1 | 7.70% | (0.0019) |
Moderates | 27 | 33.80% | 1 | 0.91% | 11 | 84.60% | |
Sceptics | 14 | 17.50% | 2 | 18.18% | 1 | 7.70% | |
Combined | 80 | 100.00% | 11 | 100.00% | 13 | 100.00% |
Research Assistant and Postdoctoral Researcher | Assistant Professor | Associate Professor | Full Professor | Chi-Square (p-Value) | |||||
---|---|---|---|---|---|---|---|---|---|
Cluster | N | % | N | % | N | % | N | % | |
Advocates | 13 | 61.91% | 18 | 85.70% | 7 | 23.30% | 11 | 33.30% | 17.077848314589 |
Moderates | 3 | 14.28% | 2 | 9.50% | 17 | 56.70% | 17 | 51.50% | 0.00900135834 |
Sceptics | 5 | 23.81% | 1 | 4.80% | 6 | 20.00% | 5 | 15.20% | |
Combined | 21 | 100% | 21 | 100% | 30 | 100% | 33 | 100% |
EU | Non-EU | Other | Chi-Square (p-Value) | ||||
---|---|---|---|---|---|---|---|
Cluster | N | % | N | % | N | % | |
Advocates | 36 | 46.80% | 6 | 35.30% | 7 | 63.60% | 41.487563351132 |
Moderates | 37 | 48.10% | 0 | 0.00% | 2 | 18.20% | 0.001 |
Sceptics | 4 | 5.20% | 11 | 64.70% | 2 | 18.20% | |
Combined | 77 | 100.00% | 17 | 100.00% | 11 | 100.00% |
Initiative | Elaboration | Outcome |
---|---|---|
HEIs management level | ||
Multidisciplinary approach to research and teaching | Given the importance of various scientific fields to the Great Reset, HEIs should promote and invest in multidisciplinary approaches integrating technology, social, and environmental studies. | Enabling institutions to address complex global challenges more effectively and contribute to more holistic and sustainable solutions. |
Reassessing educational curricula and programs | Content related to sustainability, digital literacy, and interdisciplinary collaboration should be incorporated at the course level, i.e., as important learning outcomes. | Novel curricula prepare students to be active participants in shaping a more equitable and sustainable future. |
Incentive programs for individual researchers | Develop and implement incentive programs aimed at actively encouraging individual researchers to contribute to initiatives aligned with the Great Reset. | Plethora of grants, awards, and research projects that focus on sustainability, digital transformation, and interdisciplinary collaboration. |
National and international level | ||
Strategic investment in technology and innovation | HEIs, particularly in Europe, should increase their investments in technology and innovation. | Enhanced digital infrastructure and integrating new technologies that are pivotal to the Fourth Industrial Revolution. |
Funding programs to propel regional development | Funding for specific programs aimed at overcoming the regional disparities highlighted in the study. | Providing targeted support to HEIs in regions that are lagging, particularly in Europe. |
Fostering international collaborations with leading HEIs | Funding is needed to foster cooperation with HEIs outside Europe that are recognised as leaders in the Great Reset and to share best practices, knowledge, and resources. | Benefit from strengthening collaborations with these leading institutions, thereby enhancing their own capacities and global engagement. |
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Pejić Bach, M.; Suša Vugec, D.; Khawaja, S.; Qureshi, F.H.; Fildor, D. Systemic View of the Role of Higher Educational Institutions in the Great Reset. Systems 2024, 12, 323. https://doi.org/10.3390/systems12090323
Pejić Bach M, Suša Vugec D, Khawaja S, Qureshi FH, Fildor D. Systemic View of the Role of Higher Educational Institutions in the Great Reset. Systems. 2024; 12(9):323. https://doi.org/10.3390/systems12090323
Chicago/Turabian StylePejić Bach, Mirjana, Dalia Suša Vugec, Sarwar Khawaja, Fayyaz Hussain Qureshi, and Dorian Fildor. 2024. "Systemic View of the Role of Higher Educational Institutions in the Great Reset" Systems 12, no. 9: 323. https://doi.org/10.3390/systems12090323
APA StylePejić Bach, M., Suša Vugec, D., Khawaja, S., Qureshi, F. H., & Fildor, D. (2024). Systemic View of the Role of Higher Educational Institutions in the Great Reset. Systems, 12(9), 323. https://doi.org/10.3390/systems12090323