Opportunities and Challenges of Using the Engineering Education Degree Show to Enhance Problem-Based Learning

Organising an engineering education degree show is a challenge and a transformative opportunity. These events serve as a beacon of student innovation, a catalyst for industry-academia collaboration, and a spotlight on academic institutions. This concept paper takes the 2024 Mechanical, Energy, and Industrial Degree Show as a case study to unravel these complexities. While degree shows are mainly seen as a platform for students to showcase their technical skills and creativity, they also serve as a gateway for direct interaction between faculty, industry professionals, and potential employers, bridging the gap between academic knowledge and real-world application. Thus, this paper presents how an engineering degree show can potentially enhance the problem-based learning (PBL) initiatives at the university. While the benefits of such events are undeniable, their organisation requires meticulous planning and coordination. Similarly, graduating students also require different attributes to cope with the demands of a degree show organisation. The challenges, such as securing funding and sponsorship, engaging industry stakeholders, managing logistics, and supporting students in preparing their exhibits, are usually enormous. Additionally, promoting the event to attract a diverse audience and evaluating its success are critical components that require strategic execution. This concept paper assesses the degree show and unravels vital skills and competencies students gain from it, with a particular focus on how it promotes PBL outcomes. It suggests strategies to help future organisers and students assemble a successful degree show to enhance problem-based learning. By addressing these challenges, institutions can better prepare students for professional practice and foster stronger connections with industry. The solutions proposed in this concept paper can benefit other universities in organising and hosting successful degree shows. The article also introduces new perspectives on how engineering degree shows can effectively support problem-based learning outcomes.