Abstract
The purpose of this paper is to report on the confluence of student-centered learning based on the principles of Distributed Cognition for Teamwork (DiCoT) and alignment with industry needs in a 4IR environment. There is an ever increasing need to produce industry ready graduates with the skill sets needed for 4IR. Emerging technologies, such as AI, are casting doubt into the roles that human workers will play in the future. Comparative analysis is the basis for AI to perform many simulations in a given set of parameters with specific goals. However, critical analysis, for which there is no basis in programming, involves the determination of sufficiency or effectiveness of results. The development of critical thinking skills in a student-centered learning environment is believed to be enhanced within the principles of DiCoT. Constructed case studies, that the students complete in teams using the principles of DiCoT, with the dual purpose of the application of knowledge in finance and developing the skill sets of critical thinking, coordinating with others, emotional intelligence, and cognitive flexibility have been implemented at a South African University. The findings from interviews, being the first iterative cycle of DBR, with suppliers of accounting software programs and their associated business partners, alumni, recruitment agencies, a software engineer, and an interface accounting software designer, will be presented. In conclusion, the confluence of enhancing knowledge-building and the additional skill sets needed in teamwork in a student-centered learning environment appears to enhance the alignment to industry 4.0 needs for finance graduates.
Author Information
Nadia Rhodes, University of Johannesburg, South Africa
Ray J Rhodes, University of Johannesburg, South Africa
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