Originally posted by: benmc
I did find when doing my electrical final year project the fact that it was electrical and a main work based, engineered project I didn't get marked as high as people who done very simple electronic projects such as a lock using flip flops.... simply for the fact the academic route love simulations, little electronic circuits because it appears more technical.... I am not moaning about my grade don't get me wrong but when the other guys in your class actually complain to you that you have been robbed and your project involved a hell of a lot more than theirs there is something wrong.
Didn't they say that getting the most for the least is a key to success in life?
Considerable variation in the complexity of undergraduate projects is something that my son has commented on. There are projects that contain material beyond his knowledge but there are also others that appear to be just too trivial. One such example was a race timer designed and constructed around half a dozen or so logic ICs. This was a project of A Level, or perhaps high end GCSE, standards but it resulted in the student graduating with an MEng 2.1. Yes, it was the student's SECOND project for the 4th year. If it was developed in the form of a programmable logic device using VHDL / Verilog then it possibly would have been suitable for a weaker student's BEng project, but in my son's opinion, it was a complete giveaway.
Projects around RF, precision analogue, physical level electronics, and anything heavily mathematical are generally more complicated and tougher to get working than projects that are largely digital or software based. It's plausible that a sizeable proportion of graduates with lower grades have more knowledge and experience of 'difficult' subjects than graduates with higher grades who have achieved them by taking the 'easy' subjects.
Originally posted by: seggysegaran
In the meantime, many lectures at Universities seem to have spent their entire time in acdemia and are not really familiar with the requirements of Electronic Product Design 'at the coal face'.
There is much truth to this. Lecturers who are theory heads are ten a penny but finding one who has years of experience of design and production engineering knowledge is like finding rhenium dust.
I have recently written a book called "From Prototype to Product - A Practical Guide for Electronic Engineers" covering the sort of information that is required to launch electronic products. Hope this is useful to graduates and SMEs alike.
My son would be very interested in reading it.