Search

Despite a world-wide interest in mechatronics education, there is no clear and consistent understanding of what mechatronics is, nor how, and at what level, it should be taught. The key challenge for mechatronics course designers is seen as that of ensuring an appropriate balance between depth and breadth while providing opportunities to enable students to practise integration. The paper discusses this in relation to a number of mechatronic themes. Factors influencing the design, structure and content of a mechatronics programme are discussed and suggestions made as to the possible core content of such a programme. [ABSTRACT FROM AUTHOR]