Hackathon-Based Learning: Equipping New Engineers for Industry Readiness and Success
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| Title: | Hackathon-Based Learning: Equipping New Engineers for Industry Readiness and Success |
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| Language: | English |
| Authors: | Padmesh Sewda (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Competition, Motor Vehicles, Problem Solving, Models, Teamwork, Staff Orientation, Engineering, Technical Occupations, Business, Novices, College Graduates, Industry, Career Readiness |
| Abstract: | Automotive industry is rapidly evolving into realization of future mobility trends, specifically towards Software-Defined Vehicles (SDVs) and CASE technologies--Connected Autonomous, Shared & Electric systems. This transformation requires Automotive organizations to quickly adapt by upskilling of engineers. This evolution creates skill gap specifically among new engineers due to lack of industry exposure. To address this, Hackathon based learning approach is proposed, aiming to reengineer onboarding and capability development frameworks for young graduate Engineers. Hackathon, a structured design thinking based model is developed with focus on CDIO experiential learning and the ADDIE instructional framework, integrating authentic business challenges and structured project management deliverables including Project Planning, Design, Development, Verification & Validation through Multidisciplinary teams--comprising around 9 teams and 27 engineers from diverse engineering background--collaborated over a 10-12 weeks cycle mentored by subject matter experts to deliver working functional prototypes aligned to organizational objectives. Skill gap is addressed through guided learning modules assigned based on the projects and on job needs Through Periodic Competency assessments by Subject Matter Experts and Program Manager across functional, behavioural, and project management domains significant improvements in creative problem-solving, technical resilience, interdisciplinary collaboration, and continuous learning were observed across all identified participants of hackathon. Managers reported that the approach had significantly impacted in reduced ramp up time by 50-60 % for role readiness in deployed roles based on feedback from Managers. Our research aimed to develop a structured, design-thinking-based hackathon model for onboarding and upskilling. We assessed its impact on functional skills, project management, and professional behaviors--positioning hackathons as a practical onboarding approach to fast-track engineering readiness and support the transition from learners to launchers. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678980 |
| Database: | ERIC |
| Abstract: | Automotive industry is rapidly evolving into realization of future mobility trends, specifically towards Software-Defined Vehicles (SDVs) and CASE technologies--Connected Autonomous, Shared & Electric systems. This transformation requires Automotive organizations to quickly adapt by upskilling of engineers. This evolution creates skill gap specifically among new engineers due to lack of industry exposure. To address this, Hackathon based learning approach is proposed, aiming to reengineer onboarding and capability development frameworks for young graduate Engineers. Hackathon, a structured design thinking based model is developed with focus on CDIO experiential learning and the ADDIE instructional framework, integrating authentic business challenges and structured project management deliverables including Project Planning, Design, Development, Verification & Validation through Multidisciplinary teams--comprising around 9 teams and 27 engineers from diverse engineering background--collaborated over a 10-12 weeks cycle mentored by subject matter experts to deliver working functional prototypes aligned to organizational objectives. Skill gap is addressed through guided learning modules assigned based on the projects and on job needs Through Periodic Competency assessments by Subject Matter Experts and Program Manager across functional, behavioural, and project management domains significant improvements in creative problem-solving, technical resilience, interdisciplinary collaboration, and continuous learning were observed across all identified participants of hackathon. Managers reported that the approach had significantly impacted in reduced ramp up time by 50-60 % for role readiness in deployed roles based on feedback from Managers. Our research aimed to develop a structured, design-thinking-based hackathon model for onboarding and upskilling. We assessed its impact on functional skills, project management, and professional behaviors--positioning hackathons as a practical onboarding approach to fast-track engineering readiness and support the transition from learners to launchers. [For the complete proceedings, see ED678959.] |
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