Synopsis of a KeyNote Presentation on: "Educational Challenges in Preparing for Societal Changes & Regulations in Artificial Intelligence Innovation, Sharing Economy & Post-Truth Era".

By: Dr. Ronny Adhikarya *)

11th International Conference on Engineering & Business Education (ICEBE)

7th ICIE – International Conference on Innovation and Entrepreneurship PEESA III – Personalised Engineering Education in Southern Africa

Oct. 15-19, 2018 -- Szczecin, POLAND

Organized by:

University of Szczecin, POLAND (Host) ; Wismar University, GERMANY; Østfold University, NORWAY

La Consolacion College, the PHILIPPINES; Shijazhuang Univ. of Economics, CHINA

In my previous Keynote Addresses to the International Conferences on Engineering & Business Education (ICEBE) in Romania, India, and Norway, I discussed various issues of the Sharing Economy‘s business models & its human resources needs. Such business models, in a short period, created industry’s Disruptors (e.g., Apple, Amazon, Google, FaceBook, Uber, Netflix, AirBnB, etc.) which are now among the world’s largest companies. In this conference, I will add several issues for consideration: educational challenges and possible regulations vis-à-vis Artificial Intelligence (AI)/Robotics innovation and Post-Truth (Hoax, Fake & Hate Information) communication. Such innovative “Disruptors” have radically changed many business strategies, management & operational practices worldwide requiring new types of trained personnel who are still rare, and in short supply, esp. for online, and new “shared-economy”, enterprises. A simplified way to understand “Sharing or Shared Economy” concept is to describe it as “a strategy to increase the efficiency of under-utilized resources or assets”. The industry “Disruptors” such as, Uber, Grab, GoJek, AirB&B, Amazon, AliBaba, etc. show how these “Knowledge Brokers”, using Internet-based applications are able to “match” clients/consumers with suppliers of services/products through “precision”/targeted advertising, and Search Engine Optimization (SEO). In today’s “Flat World”, new competency profiles and learning experiences are needed for human resource of the 2020 decade & beyond, esp, for the FANG (Facebook, Amazon, Netflix and Google) Generations whose learning objectives, needs, styles and/or methods/habits are different from previous generations. In view of the above, resulting in EMPLOYMENT DISPLACEMENT and proliferation of “Post-Truth”/HOAX Communication that creates false information & confusion, the older Triple-Helix or even the Quadruple-Helix education framework needs to be enhanced by Communication and/or Educational ENTERPRENEURSHIP (COMMUNIpreneurship and/or EDUpreneurship). Furthermore, machine learning and artificial intelligence (AI)/Robotics technologies will exacerbate and perpetuate such employment displacements, if anticipatory education and curriculum reforms are not undertaken accordingly.

Ronny Adhikarya Page 2 Hence, the PENTA-HELIX Model, which needs strategic collaboration and partnerships among: (i) University, (ii) Industry/Private Sector, (iii) Government/Public Sector, and, it also requires: (iv) People/Community-based Initiatives/Inputs through mass & social media-assisted “Crowd-Sourcing”, and (v) Financial Viability & Sustainability through “Crowd-Funding” (incl. Robin-hood financing, Guerilla marketing, etc.), employing new communication technologies & networking, in a GLOCAL context (GLObal Vision, LoCAL Adaptation/Action). Due to increasing easy access to, and widespread use of, online Crowd-Sourcing communication, new peer-based and experiential/testimonial learning are gaining more popularity, credibility and usefulness. Like the future fate of advertising, the old educational paradigm of top-down, vertical communication from “experts” to “students” model & method has become less functional and valuable. However, due to democratization of communication, and easy use of virtual information sharing & distribution platforms, we are now flooded with so much hoax (a Post-Truth phenomenon), incl. viral fake and/or hate information, circulated globally mainly through social media, such as WhatsApp, FaceBook, e-mail, YouTube, etc. There is also increasing danger of cyber-warfare, hacking and invasion of privacy which can corrupt, manipulate and discredit information/knowledge. Such sophisticated ability of “Big Data Analytics & Mining” to identify the psychographics (& human behavior) of a “Target Segmentation of One” has many legal, social, economic, cultural, and privacy rights repercussions, as recently happened to FaceBook & its 87 million users due to the Cambridge Analytica calamity vis-à-vis the influencing of the election results of US President Donald Trump. In view of the recent problems associated with internet-based communication platforms, including hoax/fake news, hacking of privacy data/information, etc., how can society be safeguarded against the negative excesses of new digital & virtual cyber-based info. & communication technology, networks, and application platforms? Formal and non-formal education curricula & programs will need to incorporate social media literacy learning, incl. COMMUNICATION INOCULATION (and BELIEF IMMUNIZATION) strategies, to ensure society’s communication astuteness & criticalness in dealing with web-based & social media which will become, or perhaps are now, the dominant means of communication. The sharing of useful “TACIT” knowledge not only vertically, but more importantly HORIZONTALLY, among all segments of society, regardless of socio-economic, political, cultural or religious groups, has the potential of promoting common values & understanding, improving community welfare, and uniting & integrating diverse interests, beliefs, and traits. However, sensitivity & tolerance in communication process, and proper ethics in the use of social media platforms, must be observed. Inequitable socio-economic, political and cultural gap is now widened NOT mainly due to uneven economic opportunities, but more importantly it is because of differences in digital literacy & competency, and access to Internet connectivity.

Ronny Adhikarya Page 3 The political climate worldwide, post-Facebook/Cambridge Analytica debacle, as evidenced in many countries’ legislative hearings & debates, is for some kind of “REGULATIONS” to protect privacy of data/information, and use of such information. There are, however, highly controversial issues related to legal/constitutional, political, security, economic, cultural, technical and other considerations in having fair, wise and win-win regulatory frameworks which can be enforced and NOT stifle innovation. After witnessing live-televised questioning by American Senators & Congressmen during Facebook’s Debacle hearings, these legislators were highly criticized for their poor “Digital Literacy” by their constituents, let alone their understanding of relevant issues related to social media business models, operations and use of data-analytics. Thus, how can appropriate regulations be formulated if only few legislators and policy makers grasp the real & relevant issues that matters. Clearly, more cyber-lawyers and cyber-law education are very much needed in many countries, even in the US. Policies and strategies to facilitate learning about digital literacy and new business models based on virtual, electronic and mobile communication technologies, such as Sharing Economy and other Disruptive Innovative enterprises need to be developed and effectively implemented soon. Rapid economic, social & cultural, demographic, and esp., technological changes affecting GloCal K-economy & society have put increasing pressures on learning organizations for undertaking significant educational curricula reforms & changes to meet the new/different market demands. Forecasting 5-7 years ahead, monetizable “NICHE” learning areas may include, among others, robotics, genomics, stem-cell tech., gerontology, cyber & forensic-security, “blue”-technologies, smart-cities, giga-batteries, actuarial science, etc. Another important aspect requiring educational curriculum reform is to respond to rapid development of ROBOTICS, including ARTIFICIAL INTELLIGENCE and AUGMENTED REALITY. Such technologies of automation in many industries may not only create employment displacement of relatively lower-wage workers. It will also be instrumental for developing ALGORITHMs using (big) data collection, mining & analytics in areas such as health & medicine, finance/banking, insurance, e-governance, e-commerce & marketing, cyber-security/forensics, manufacturing, gaming, political campaigns, education, incl. deep learning, machine learning, etc. Many innovative and progressive universities are gradually transforming as centers for “incubation” of innovation & entrepreneurship, rather than simply providing “education”. The main purpose has shifted to developing graduates who can provide employment rather than to prepare graduates for a job. Such a transformation calls for a new EDUPRENEURIAL MINDSET for practical decision-making, holistic analysis, innovative strategic thinking, and comprehensive risk-management. It needs a holistic, trans-disciplinary GloCal educational approach taking into consideration GLObal vision & trends with appropriate adaptation and application for loCAL actions. In this KeyNote Presentation, some contemporary illustrations will be discussed re. various global trends, changing communication patterns & modalities. In addition, a conceptual framework for a Trans-Disciplinary GloCal Edupreneurship Curriculum for 2020-2030 is proposed to manage the “disruptive” GloCal economic, social and cultural changes landscape.

Ronny Adhikarya Page 4 _________________________________

*) Dr. Ronny Adhikarya had a 45-year career in international development assistance, serving for the World Bank, United Nations, and other international organizations. He was also associated with educ. & research institutions such as Stanford Univ., the East-West Center, and had conducted training in many learning institutions worldwide. He retired from the World Bank in 2003, and was then reappointed as the Food & Agriculture Organization (FAO)/United Nations Representative & Country Director (w/Ambassador-level credentials) for Pakistan. At the World Bank, he directed the Knowledge Utilization through Learning Technologies (KULT) Program, which included franchising, & marketing demand-driven educational/training

services to ensure financial heath & sustainability as part of institutional/staff capacity development programs. He promoted the improvement of training quality and effectiveness through excellence in customer service and appropriate uses of interactive & distance or mobile learning technologies, cyber-marketing, quality assurance, peer-based & participatory knowledge management, sharing and utilization. Originally from Indonesia, Dr. Adhikarya since 1972 has undertaken professional assignments & official missions in 50 countries, and travelled to a total of 101 countries. He has written 8 books (two are also available in electronic/CD-ROM version) on communication, extension, training and education subjects published in Germany, Italy, England, USA, Singapore and Malaysia as well as numerous book-chapters, journal articles, and consulting reports. Dr. Adhikarya has served various international advisory boards/committees of several leading development organizations and/or educational or training institutions in Singapore, Thailand, England, Switzerland, etc. He obtained his Masters from Cornell Univ. and his Ph.D. from Stanford Univ. He now lives in the “Silicon Valley” of California and Honolulu, Hawaii, where he also serves as a member of the Board of Directors of the Hawaii-Indonesia Chamber of Commerce (HICHAM). E-mail: Ronny@RAdhikarya.com Web: http://www.linkedin.com/in/ronnyadhikarya Books: Google: “Ronny Adhikarya”, and see Books Section WApp: +1-650-969-1023