Focused competencies in higher education for engineering product development and its different activities

This paper analyses the amount of design-oriented content in higher education, as well as the extend of activities from product development such as clarification of problem or task, shaping the modules and usage requirements and assurance of fulfilment of requirements. The mechanical engineering study degree program of three universities is analysed by categorizing courses to design-oriented, design-related, basic science and additional expense. These particular courses are then further investigated by assigning the learning hours to certain product development activities regarding the VDI 2221 guideline. The results show that between 14 % and 26 % (bachelor) and from 27 % to 33 % (master) of courses are design-oriented. Most of the time is spent on achieving competencies in shaping modules, e.g. design parts. The other eight activities are treated less than 10 % of the total workload.