Dissertation
Challenges identified in the industry-university partnerships
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- 4.6.3.3 Addressing the digital skills gap in mechanical engineering training through partnerships
4.7.3.2 Challenges identified in the industry-university partnershipsThe findings from the interviews highlight the challenges encountered by Japan Motors and the two technical universities HTU and ATU in their partnership. Interviewees 2 (IE2) and 3 (IE3) identify the absence of an official memorandum of understanding (MOU) as a significant obstacle. This lack of a memorandum of understanding generates uncertainty regarding the training needs of students and the particular digital skills required of engineers during industrial attachment. The interviewees advocate for the establishment of MOUs to enhance collaboration and maximise the benefits of partnerships. These findings are consistent with prior research (e.g.,Kuusinen & Albertsen, 2019; Park et al., 2022) that emphasises the significance of clear and formal agreements in enhancing industry-academia collaboration. Such agreements facilitate effective communication, resource sharing, and joint research ( e.g.,Mamatha et al., 2020; Park et al., 2022). The respondents believe that establishing a memorandum of understanding would result in a number of benefits, including the provision of lectures and student training in the industry, as well as the promotion of collaborative research between academia and industry. This is consistent with the literature on the benefits of robust industry-academia collaboration, such as increased knowledge transfer, skill development, and innovation (e.g., Afsar et al., 2019; Mamatha et al., 2020). In conclusion, the findings of the interviews disclose difficulties in the partnership between Japan Motors and the two technical universities, HTU and ATU, due primarily to the absence of a formal MOU. The significance of clear agreements in promoting effective industry-academia collaboration, facilitating knowledge transfer, and enhancing skill development in engineering education is supported by these findings (e.g., Abelha et al., 2020; Mälkki & Paatero, 2015). 4.6.3.3 Addressing the digital skills gap in mechanical engineering training through partnershipsThe findings from the interviews emphasise the interviewees' concerns regarding the lack of digital skills in mechanical engineering training and the need for stronger partnerships between educational institutions and industries. The first interviewee (IE1) mentions the lack of modern technology training and equipment constraints in universities, suggesting that partnerships with businesses could assist students in staying current with technological trends. The absence of a Memorandum of Understanding (MOU), according to Interviewees 2, 3, and 4 (IE2, IE3, and IE4), prevents students from receiving appropriate training programmes during their attachments. On the basis of daily activities, students are instead assigned to senior technicians or technicians. All three interviewees emphasise the significance of establishing a memorandum of understanding in order to develop structured training plans and enhance collaboration between institutions and industries. The existing literature (e.g. Akinradewo et al., 2022; Khlaifat & Qutob, 2013) emphasises the significance of industry-academia partnerships in addressing skills deficits and preparing students for an ever-changing job market. Such partnerships ensure that educational institutions provide relevant training and expose students to real-world industry challenges, thereby better preparing them for employment (e.g., Ball et al., 2021; K. S. Song, 1996). In addition, the interviewees' emphasis on formal agreements such as MOUs is consistent with the literature, which indicates that clearly defined collaboration frameworks facilitate effective industry-academic partnerships (e.g.Asmaganbetova et al., 2021; Rossoni et al., 2023). Formal agreements can aid in defining expectations, roles, and responsibilities, resulting in enhanced resource sharing, knowledge transfer, and skill development (e.g., Kannan & Arunachalam, 2019; Saini & Chitrao, 2023). Therefore, the findings from the interviews indicate that bridging the digital skills divide in mechanical engineering education requires enhanced collaboration and formal agreements, such as MOUs, between educational institutions and industry partners. These findings support prior research on the significance of industry- academia partnerships in nurturing the development of relevant skills and preparing students for an ever-changing job market (e.g., Maciej Serda et al., 2013; Zeidan et al., 2020). Download 2.1 Mb. Share with your friends:
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