Transformation of Faculties of Economics and Administrative Sciences and Faculties of Business Administration with Industry 4.0

From the hunter-gatherer society to the information society, mankind has witnessed many industrial revolutions in both social and economic fields. Industry 4.0, which we have heard frequently in recent years and which has various assumptions about whether it is a goal or a tool, appears as the fourth stage of the Industrial Revolution. The revolution that emerged at the Hannover Fair in Germany in 2011 leads the digital transformation and aims to provide high efficiency with low cost. The Fourth Industrial Revolution is the revolution that most radically demands human resource transformation. While the previous revolutions were the changes experienced in parallel with the development of human resources and what the workforce learned, Industry 4.0 is the establishment of a world not on what people learn, but on what machines learn. This difference requires human-machine cooperation. Therefore, education, organizational structures and social dynamics are affected by the revolution as much as mechanical structures and technology are affected. If the workforce of the future will be based on the learning of machines, not humans, a vision of education must first be developed on where we will place people in this system. Purpose of the study; To offer solutions for the targets and expectations determined within the framework of social stakeholders in order to improve the educational activities in the Faculties of Business Administration and the Faculties of Economics and Administrative Sciences and to make them respond to the requirements of Industry 4.0. For this purpose, the concept of University 4.0 and the current educational activities were examined and the points that needed to be developed were determined. In the study, the integration of Quality Function Deployment (QFD) and Delphi technique was used. According to the results of the Delphi technique, which was applied in two rounds, the problems expected to reach various solutions were determined. Solution suggestions for the identified problems were prioritized using the DEMATEL method. According to the findings of the research, it is determined that the biggest expectation for social stakeholders is to provide university-industry cooperation. Applied and collaborative education is determined as one of the problems that gain priority in solving the problem of learning by doing by assimilation of teamwork. The obtained findings lead to the conclusion that our study is harmonized with industry expectations with technology-based training activities and teamwork.