Dissertation
Identifying Digital Skill Gaps in Mechanical Engineering Training and Industry Needs
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Identifying Digital Skill Gaps in Mechanical Engineering Training and Industry NeedsThe interviewees reply highlight particular digital skill gaps between mechanical engineering graduates' existing coursework and the needs of the industry. “While graduates may have theoretical knowledge in automobile engineering, they frequently lack practical skills, such as using digital scan tools for diagnostics and identifying car sensors” (IE1,2023). This observation is consistent with prior research (e.g. Sjöö & Hellström, 2019; Whysall et al., 2019), that has identified a gap between theoretical knowledge and practical abilities in engineering education. Interviewee 2 (IE2) emphasises the disparity between industry practises and academic training by stating that "Machine learning-based vehicle diagnostic machines, automotive mechatronics, and digital vehicle design and maintenance concepts are not well-covered in academic training" (IE2, 2023). This finding is consistent with prior studies that have emphasised the need for curriculum revisions to better reflect the changing demands of the engineering field (e.g.,Cico et al., 2021; Whysall et al., 2019). The limited training period for pupils during their industrial attachments is also mentioned as an issue in IE2. This observation lends credence to the claim that students require longer, more immersive experiences to acquire practical skills (e.g., Klippel et al., 2019; Round & Lom, 2015). The third interviewee (IE3) emphasises the impact of the digital skills divide on hiring rates, stating that "the lack of graduate digital training skills in areas like industrial automation is negatively impacting their hiring rate" (IE3,2023). This concern is consistent with prior research that has emphasised the growing significance of digital skills for employment and global competitiveness (e.g., Silander, 2020; The Future of Jobs Report 2020, 2020). In general, the interviewees emphasise the need to provide students with more opportunities for hands-on learning and to update the curriculum to include applications of digital skills and new technology in the real world. These recommendations are consistent with previous research (e.g.,Erstad et al., 2021; Heintz et al., 2017), that calls for stronger partnerships between universities and industry and an increased emphasis on practical skills in engineering education. Download 2.1 Mb. Share with your friends:
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