Engineering Project Management Skill Development in Research vs. Corporate Realms

Abstract: In this study, we look into into two educational approaches implemented in a capstone course designed for Senior Mechatronic Engineers. Despite sharing a common syllabus and learning objectives, the course was delivered by two different groups of professors: the first focused on a research-oriented approach working together with a research laboratory, while the second emphasized an enterprise-driven perspective in partnership with various internal and external stakeholders.Mechatronic Engineers engaged in innovative technology-based projects require a fusion of technical expertise, soft skills, strategic thinking, and collaborative proficiency. Recognizing that vicarious experiences alone are insufficient for students to master such projects, our capstone course incorporated challenges with Training Partners to bridge the gap and simulate real-world demands.As part of the course requirements, students were tasked with developing a team project that culminated in a physical prototype and a poster presentation at an Engineering fair. Subsequently, students underwent a mock interview assessment, evaluated by their professors, during which they also assessed their self-efficacy across different skills. Our observations revealed that both evaluators and students shared similar perceptions regarding certain sub-competencies, including effective communication, impact on business/society/environment, and ethical commitment. However, some differences emerged in sub-competencies related to teamwork, problem formulation and resolution, methodological approach to design, and innovation capability.It is noteworthy that students exhibited a higher self-perceived leadership capability, a very important skill in non-hierarchical leadership roles like project management, than external assessments indicated. This observation is intriguing, considering that not all team members could assume leadership roles simultaneously, and the course did not explicitly require students to define leadership roles. The results highlight that while the difference between professor expectations and student self-assessment is relatively modest, the course emphasis may influence the development of specific skills.The study scrutinized two educational paradigms: one research-oriented and the other enterprise-driven. Findings indicate that enterprise-oriented students expressed greater proficiency in understanding the course objectives and planning skills, whereas research-oriented students demonstrated heightened confidence in project execution and interaction with stakeholders.

Keywords: Project Management, New Product Development, Research and Development, Educative Innovation, Higher Education

DOI: 10.54941/ahfe1004727

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