2023 ASEE Annual Conference & Exposition

Modern educational programs in engineering are tasked with the somewhat difficult proposition of providing programs that offer well-rounded curricula that balances both basic technical knowledge in addition to practical experience for their students. For example, in very applied fields like mechatronics, a well-rounded education likely includes training in mechanical engineering, electrical engineering, and also computer science. However, how well do these educational programs serve students? In other words, does the curricula being offered to students match industry expectations? And in what ways? Increasing the degree of match between education and the workforce could lead to a more efficient and successful career trajectory for students, and go a long way towards developing a better trained and available workforce. To this end, the current project surveyed industry professionals about skills they expect from recent graduates in mechatronics. These professional expectations were then compared to educational offerings across the United States, to estimate the degree of match between instructional offerings and industry standards.

To determine the degree of match between educational offerings and industry expectations of a well-prepared mechatronics graduate, a two-fold investigation was conducted. In the first phase, a group of industry professionals across a range of manufacturing sectors were queried on the essential skills they might expect for individuals pursuing a certificate in mechatronics engineering. These skills spanned six overarching categories (e.g., engineering fundamentals, electrical hardware systems, etc.). In the second phase, an exhaustive search of mechatronics degree offerings currently offered across the United States was first conducted. Then, each of these degree programs was likewise evaluated for the presence of these 6 categories of skills. Educational opportunities were then compared to industry expectations in regards to these 6 categories of skills, and gaps were identified.

A comparison of the distribution of skills instructed across categories showed that educational institutions cover a significantly wider range of skills than what most industry professionals believe are important for a career working in mechatronics. For example, while most educational programs prioritize engineering fundamentals (e.g., properties of materials), industry professionals instead indicated that electrical hardware systems (e.g., digital systems/circuits) were equally, if not more, important. Similar disparities were also observed in the categories of mechanical hardware systems, systems integration, and applications. These results suggest that there does exist an opportunity to refine engineering educational programs, such that they might more effectively match industry expectations and on-the-job duties.

Results from this study suggest that while engineering students are offered a diverse skillset during their education, this often does not necessarily align with what is perceived as most useful for everyday tasks in industry. While a well-rounded education is laudable, it may be beneficial for students to experience curricula that best prepare them for what is required to succeed in the workforce. Future efforts should seek to streamline curricular programs, and more effectively balance academic offerings with required industrial skillsets.