Is engineering education ready for the biggest industrial transformation in a century? Two educators share perspectives

Students entering today’s workforce will face one of the most dramatic industrial transformations in a century. From the rise of electric vehicles to the shift toward renewable energy, the landscape is evolving faster than traditional education models were ever designed to accommodate. 

That’s why Siemens’ latest episode of Engineering the Future Workforce, hosted by Shannon O’Donnell and Dora Smith of Siemens’ Global Academic and Future Workforce Program, focused squarely on a pressing question: How can academia and industry work together to close the skills gap — and ensure students are ready for what’s next? 

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The conversation featured two guests who bring invaluable experience from both sides of the academic-industry divide. 

Professor Michael J. Readey, an expert in sustainable engineering and applied materials, shared insights from his career spent bridging academic research with real-world applications. Having worked extensively to integrate innovation, problem-solving and sustainability into engineering education, Professor Readey emphasized the importance of preparing students to adapt to rapid industrial change. 

Joining him was Dr. Christy Bozic, who leads strategic academic-industry partnerships at Duke University. With a focus on aligning academic programs with employer expectations — particularly around sustainability — Dr. Bozic offered a candid look at what it takes to keep engineering curricula relevant and workforce-ready. 

Together, the guests explored how stronger collaboration, new learning models and a shared commitment to quality and agility can ensure the next generation is equipped for the challenges ahead. 

Adaptability is the new essential skill 

As Professor Readey puts it, “The world is changing very rapidly, and we need to be prepared for it.” Gone are the days when a single degree could carry someone through an entire career. Instead, skills-based hiring is gaining traction across industries — employers are asking candidates not just what they’ve studied, but what they can actually do. 

For students, that means adaptability, practical experience and continuous learning have become critical assets. For academic institutions, it means evolving faster and more collaboratively than ever before. 

Why collaboration can’t be optional 

“One of the biggest challenges we often hear about is the disconnect between what students learn in the classroom and what employers expect in the workplace,” notes O’Donnell. 

This point highlights the importance of academia-industry collaboration—not just for curriculum design, but throughout the entire educational journey. Initiatives like industry advisory councils, senior design projects and hands-on experiences help students move beyond theory and into real-world application. 

“If industry wants better-prepared students,” says Professor Readey, “it needs to be involved in the academic institutions…talk to the professors about what’s critical to them.” This kind of sustained partnership allows schools to stay agile while giving industry a seat at the table in shaping the workforce they depend on. 

To learn more about how academia and industry are coming together to address the skills gap, don’t miss the Global Academic and Future Workforce program at Realize LIVE Americas and Europe this summer. To read more about what we’re planning, check out our blog preview — and don’t forget that educators can get an exclusive discounted rate on tickets.

Sustainability as an educational imperative 

Another theme that emerged: sustainability is no longer a side topic. It’s core to business strategy — and it must be core to education, too. 

Siemens’ own commitment to sustainability served as a key “aha moment” for many academic partners, including Dr. Bozic, revealing how deeply sustainability is embedded in today’s most innovative organizations. 

For educators, this is an invitation to embed climate-conscious design, systems thinking and responsible innovation into coursework across disciplines. 

A shift toward skills-based learning and microcredentials 

The conversation also touched on new models of learning. Stackable credentials, microcredentials and flexible, skills-based pathways are on the rise — especially for learners looking to upskill or reskill quickly. 

“Job seekers at every level are looking to level up… they’re recognizing their skills gaps and finding ways to fill them,” says Dr. Bozic. And with the rise of global digital platforms, learners now benefit from peer-to-peer knowledge sharing that brings diverse perspectives into the virtual classroom. 

For institutions looking to support lifelong learning, the shift is clear: offer more flexible, relevant pathways that mirror how people actually build their careers. 

To address the growing demand for microcredentials, Siemens now offers a number of courses on Coursera that allow learners to earn digital badges to display on their LinkedIn and resume. This includes courses on sustainability for technical managers, circular product development and sustainable operations and supply chains.

Looking ahead 

Closing the skills gap will take more than strong intentions — it will take structured, intentional collaboration. 

“The challenge,” Dr. Bozic said, “is that technology moves at business-speed while academia moves at semester-speed.” But institutions like Duke University are exploring innovative models, like faculty-industry exchanges, to foster real-time knowledge sharing and keep curricula aligned with industry needs. 

The bottom line? The speakers agreed, having a dedicated academic partnership team at Siemens made a world of difference. As one of the episode’s strongest takeaways, this underscores the power of deep, long-term partnerships. 

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