How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders
Abstract A massive digital transformation is underway in biotechnology and process engineering fueled by recent advances in machine learning and so‐called artificial intelligence, especially in the large language model field (e.g., ChatGPT). Training courses and curricula will need to adapt to keep...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wiley
2024-09-01
|
| Series: | Future in Educational Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/fer3.40 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832086414954594304 |
|---|---|
| author | J. F. Buyel |
| author_facet | J. F. Buyel |
| author_sort | J. F. Buyel |
| collection | DOAJ |
| description | Abstract A massive digital transformation is underway in biotechnology and process engineering fueled by recent advances in machine learning and so‐called artificial intelligence, especially in the large language model field (e.g., ChatGPT). Training courses and curricula will need to adapt to keep pace, but the speed of progress is such that guidelines for the implementation of a digital transformation are probably already outdated. We therefore interviewed stakeholders from the fields of didactics, biotechnology and process engineering to collect the latest perspectives on the impact of digital transformation and to solicit recommendations for the adaptation of curricula and training courses to reflect new work profiles in academia and industry. We conducted semi‐structured interviews with 17 stakeholders and used a framework analysis approach to structure and evaluate the collected information. For example, data handling was the dominant general activity affected by digital transformation, whereas multitasking was relevant to work, and the design and implementation of new didactic methods and content was linked to teaching. The interviews revealed that an increasingly diverse set of skills and competences (in addition to those in current curricula) will be expected from the next generation of biotechnologists and process engineers. This includes profound programming skills, model building abilities, as well critical data interpretation and data literacy in the widest sense. The corresponding key challenges will be a reasonable and structured disinvestment in other areas to provide slots for the new content and to secure resources for the implementation of necessary modifications. |
| format | Article |
| id | doaj-art-1f5d149f45584971900d9f5345585b6c |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-1f5d149f45584971900d9f5345585b6c2025-02-06T15:35:22ZengWileyFuture in Educational Research2835-94022024-09-012320522410.1002/fer3.40How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholdersJ. F. Buyel0Department of Biotechnology (DBT) BOKU University Institute of Bioprocess Science and Engineering (IBSE) Vienna Vienna AustriaAbstract A massive digital transformation is underway in biotechnology and process engineering fueled by recent advances in machine learning and so‐called artificial intelligence, especially in the large language model field (e.g., ChatGPT). Training courses and curricula will need to adapt to keep pace, but the speed of progress is such that guidelines for the implementation of a digital transformation are probably already outdated. We therefore interviewed stakeholders from the fields of didactics, biotechnology and process engineering to collect the latest perspectives on the impact of digital transformation and to solicit recommendations for the adaptation of curricula and training courses to reflect new work profiles in academia and industry. We conducted semi‐structured interviews with 17 stakeholders and used a framework analysis approach to structure and evaluate the collected information. For example, data handling was the dominant general activity affected by digital transformation, whereas multitasking was relevant to work, and the design and implementation of new didactic methods and content was linked to teaching. The interviews revealed that an increasingly diverse set of skills and competences (in addition to those in current curricula) will be expected from the next generation of biotechnologists and process engineers. This includes profound programming skills, model building abilities, as well critical data interpretation and data literacy in the widest sense. The corresponding key challenges will be a reasonable and structured disinvestment in other areas to provide slots for the new content and to secure resources for the implementation of necessary modifications.https://doi.org/10.1002/fer3.40biotechnology and process engineeringhuman resourcesindustry requirementsstudent expectationswork environment |
| spellingShingle | J. F. Buyel How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders Future in Educational Research biotechnology and process engineering human resources industry requirements student expectations work environment |
| title | How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders |
| title_full | How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders |
| title_fullStr | How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders |
| title_full_unstemmed | How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders |
| title_short | How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders |
| title_sort | how digital transformation can influence workflows teaching practices and curricula in bio process science and engineering an interview series with stakeholders |
| topic | biotechnology and process engineering human resources industry requirements student expectations work environment |
| url | https://doi.org/10.1002/fer3.40 |
| work_keys_str_mv | AT jfbuyel howdigitaltransformationcaninfluenceworkflowsteachingpracticesandcurriculainbioprocessscienceandengineeringaninterviewserieswithstakeholders |