A comprehensive methodology to identify competence gaps in product and design engineering curricula

Abstract

This study investigates competence gaps in engineering education related to the development of wearable devices, specifically those used in rehabilitation. Using a qualitative research approach, we conducted focus groups with educators from three European countries as part of a three-stage methodology. Through thematic analysis, we identified five main themes: project methodology, prerequisites, course structure, opportunities/outcomes, and competence gaps. Our findings reveal significant deficiencies in specific technical skills, including practical application of industry-standard software, systems integration knowledge, and computational abilities. Additionally, we observed substantial gaps in interdisciplinary collaboration and interprofessional knowledge transfer capabilities among engineering students. These results highlight the disconnect between current engineering curricula and industry requirements, particularly in preparing students for the complex, multidisciplinary challenges of designing customisable wearable medical devices. This research provides valuable insights for curriculum development in product and design engineering education, emphasising the need for enhanced practical experience and cross-disciplinary collaboration opportunities. Ultimately, this research advocates for a paradigm shift in engineering education towards more inclusive and human centred approaches. By addressing competence gaps and fostering interprofessional collaboration, educational institutions can better prepare students to develop products that meet technical specifications and prioritise user experience and accessibility.