The automotive industry is undergoing a revolution which is driven by the Internet of Things (IoT). These developments have turned vehicles into computers on wheels [1]. Vehicles are increasingly software driven and are linked to information streams. A consumer research carried by Delloite suggests that next generation drivers would like cars to act like smart phones on wheels. Consumers are increasingly expecting that their cars will seamlessly accommodate the latest gadgets and automatically update them whenever need arises. By 2020, Internet of Things IoT will be an important component of the transport and logistics industry. Meola [2] argues that 94 million connected cars will hit the market by 2020. Internet of things IoT will have a high impact on several aspects of everyday life and behaviours of its potential users. Trainees in this industry should be well prepared for this revolution. The trainees should be well equipped with knowledge and skills which resonates with this development in the industry. This calls for updating the automotive engineering curriculum so that it answers to the demands of the technological revolution which is taking place in the industry. Similarly, Automotive Engineering graduates should be groomed with skills and knowledge so that they can easily fit well in the internet driven revolution which is taking place in the automotive industry. The advent of IoT technology in the industry requires automotive engineering departments to focus on equipping graduates with IoT knowledge and skills. If they do not, the graduates will be obsolete technicians when they join the automotive industry after training.

Internet of Things (IoT) in Automotive Industry

Internet of Things (IoT) is an innovation in the ICT world which semantically means a worldwide network of interconnected objects based on standard interconnection protocols [3]. The interconnection is through internet computing devices which enables one to receive and send data. It has penetrated many spheres of our life and has changed the way we live. The development of Internet of things was meant to serve five major purposes [4]. Firstly, it enables ubiquitous connection of things anytime using remote, network or service. Secondly, it offers a comprehensive communication between smart devices, computers and mobile devices. Thirdly, IoT enables understanding and observation of the world without human limitations with regards to collection, calculation and tracing of data. Fourthly it enables expansion of traditional single-sense domain of environments to combine multiple sensors in order to achieve global awareness. Lastly internet if Things (IoT) enables one to adapt to a dynamic environment through the use of sophisticated adaptive services. 

Internet of things has made transformational changes in the automotive sector in which connected cars play a major role in the roads. IoT is the next frontier of automotive industrial evolution [5]. Ninan et al. [6] argue that a connected car is the most visible and familiar example of internet of things technology. Most cars are increasingly software driven. It is estimated that 250 million cars will be connected by 2020 and according to Delloitte consumer research. Drivers of the next generations will want their vehicles to act like smart phones on wheels [7]. Internet of things is driving the automotive industry with full speed and companies like Dailmer, BMW and Toyota are running neck to neck to produce the best future connected car [8].

A Connected Car

A connected car is a vehicle equipped with internet, usually wireless local area network [9]. It can share the internet access with other devices inside and outside the vehicle. Often, the car is also fitted with special technologies that tap into the internet or wireless. LANA connected car can enable drivers to enjoy contactless payment at tolls via a smart card. With time, drivers will also enjoy cashless transactions extended to other areas of motoring, such as parking charges and fuel payments via embedded technology in the car. The internet of devices can monitor the habits of auto drivers, the speed with which they drive, the time they drive and their location. The vehicle becomes a cloud computing client. The vehicle can have volumes of data coming from one point to another. It can be able to provide information for comfortable and safe driving. Furthermore, the vehicle has a telematics box that automatically informs of emergence services in the event of an accident.

Connected cars are also able to use Wi-Fi technology. This was a breakthrough addition to the connected car platform that makes all the difference in automotive industry. The technology gives state of the art solution for the vehicle to sensor vehicle to vehicle, vehicle to internet and vehicle to infrastructure connectivity [5]. Bluetooth is also another aspect of connectivity for in-car communications and streaming music.

A connected vehicle can be able to release updates in real time. The vehicle has self-parking technology and road hazard detection systems. Parking sensors and smart application fitted on the vehicle help to avoid collision with nearby vehicles or objects thereby reducing accidents [10]. The car can ensure safe driving alerts, informs drivers of road works, traffic jam and bad weather ahead. It can also remind a driver who is texting to pay attention to the road. A connected vehicle can also assist parents to monitor and evaluate teenage driving habits. They can monitor their driving habits, discuss and assist them to drive safely

There are three major communication platforms which can be facilitate by a connected car [11-12]. Firstly. It enables vehicle-to-vehicle communication. The vehicle is able to communicate with other vehicles around it. Secondly, there is vehicle-to-infrastructure communication. This platform enables the vehicle to communicate with surrounding systems like signals and obstruction around it. Thirdly is vehicle-to-device communication in which sensors sends data to a device for processing.

Another important aspect of a connected car is vehicle maintenance. A connected car can help to avoid vehicle breakdown because it monitors wear and tear of the vehicle. It combines the data with the driving habits of the driver and predicts upcoming maintenance needs. It can diagnose itself and indicate when it needs repairs and updates [13]. This enables vehicle owners to plan and budget for vehicle maintenance costs or avoids being stranded in the road. Furthermore, the vehicle is equipped to deliver targeted safety assistance and can automatically summon emergence services to a scene of accident.

Connected cars with in-road sensors are fitted with Driver Aid Information and Routing DAIR) which provide everything from directions to current road conditions and accident reports [14]. Trans-national cargoes and fuel carriers are examples of connected. Schumechar argues that vehicles have not only been a means of transportation but they are fast becoming connected devices. By 2020, 90% of new vehicles will enable extensive connection platforms. IoT offers solutions to fare and toll collection, screening of passengers and luggage and monitor traffic jams. This enables efficient transportation of goods and passengers. From this perspective, it is imperative for technicians in the automotive industry to brace up for this revolution. Furthermore, the electronics, telecommunication and insurance companies are taking a share on the internet of things in auto industry by finding new ways of attracting and exciting consumers to elevate their experience with cars. 

The use of Global Positioning System (GPS) in transport industry is based on the Internet of Things (IoT). A major advantage of GPS device is real time monitoring of a fleet. Vehicle fitted with geofencing and speed monitoring applications can inform vehicle owners of vehicles which have gone beyond predefined geographical areas and drivers who drive beyond preset speed limits [15]. Transport companies with GPS tracking systems are able to manage and monitor their vehicles. Car rental providers can be able to track the exact location of vehicles, those that are free and those that are about to complete their visit. This ensures maximum utilization of vehicles. Furthermore, GPS devices enable one to plan routes such that if the vehicle runs out of planned route, an alert message is sent on the registered number. Furthermore, GPS helps to detect and monitor vehicle speed.

Slowey [13] argues that IoT emphasizes analysis on data. By 2020, 350 MB of data will be generated by connected cars every minute. The car will send audio, video, text and sensor data and ability to analyze this data will be of paramount important. Furthermore, every aspect of our lives is becoming digitalized. This means every car company or automobile supplier is also transformed by technology. This should also give impetus to change to the way automotive trainee technicians should be trained. They should be equipped with skills which prepare them to work in this versatile digital world.

Statement of the Problem

Vehicles are moving slowing towards autonomous driving and connected cars will soon be a staple in customers’ lives that they cannot do without. Automotive technology graduates should be conversant with this new technology which has revolutionised the way vehicles operate. One would expect students from technical colleges to inform industry of the latest inventions and technology but with regards to internet of things, this is not the case. The knowledge of internet of things is fundamental for them to meet the demands of labour market in the automotive industry which will soon be hit by vehicles which are connected. The trend in automotive industry points to the fact that vehicles are increasingly software driven and automotive engineering graduates should be prepared to effectively function in the automotive industry which will be driven by Internet of Things (IoT)? This study sought to explore how the Automotive Engineering students at Gweru Polytechnic were being prepared to effectively participate in the automotive industry which is driven by Internet of Things (IoT).

Research Questions

 The study was guided by the following research questions:

• How is the Automotive Engineering Department preparing students to use of Internet of Things (IoT)?

• What knowledge of vehicle connectivity do students in the Automotive Department have?

• What can be done to ensure that that the Automotive Engineering Department embraces IoT in their curriculum?

Significant of the Study

The automotive industry is fast moving into an internet and software driven industry and it is important than graduate from automotive engineering keeps pace with the current trends in automotive industry. This study explored the preparedness of the Automotive Engineering Department to produce graduates who can function well in internet driven automotive industry. The study exposes the gaps in the knowledge of internet of things by students and lecturers. This will influence curriculum change in the Automotive Curriculum. There is need to prepare a curriculum which can meet the current trends in industry. The technologies which are hitting the automotive industry impacts on the way the students in technical colleges are being provided with opportunities to explore career possibilities and gain experiences in aspects of engineering beyond the curriculum. The study identified training gaps in view of the new developments in automotive industry. Training should match the developments taking place in industry. The study also brought to light the need for synergies between Department of Automotive Engineering and automotive industry.

The study was a case study which used qualitative and quantitative gathering methods of collecting data. Interviews, questionnaires observations and document analysis to collect data. The use of mixed methods increased accuracy of data and provided a more complete picture of phenomena under study [16]. The complementary nature of using mixed methods helped to overcome weaknesses and biases of a single approach. Furthermore, mixed method is premised on pragmatism which has more practical ideas drawn from positivism and interpretive epistemology. A fully integrated mixed design was used at each stage of study. Twenty (20) purposively sampled NC3 Automotive Engineering students responded to questionnaires to elicit data on how they were being prepared to be competent in the automotive industry which is increasingly dominated by the internet of things IoT. Three focus group discussions were held with selected class of NC3 Automotive Engineering students. Focus group discussion enabled the researcher to solicit collective views on how the students were being prepared to use internet of things in automotive department. It also enabled group processing of information thereby strengthening the credibility of the study [17]. Interviews with lecturers in the Automotive Engineering Department were also carried out to collect data on how the lecturers were preparing students to be competitive in the internet of technology driven automotive industry. Observations on equipment and activities in the workshop were carried in order to assess the integration of internet of things in the department. Syllabi and course outlines in the department were analysed to assess whether they incorporated internet of Things (IoT). The use of multiple methods of collecting data or triangulation reflected an attempt to secure and in-depth understanding of phenomena [18]. This added rigour, breath, complexity and richness of the study.

Findings

Knowledge of Internet of Things in Automotive Industry: Results showed that 70% of automotive engineering trainees were not aware internet of technology in automotive industry. Thirty percent (30%) of the students indicated that they encountered connected cars during attachment. This could mean connected cars had already hit the Zimbabwean automotive industry and they should be prepared for the new developments. The students confessed that they did not know how to fix them. Interviewed lecturers also confirmed that the industry was increasingly invaded by connected cars and they should be prepared to participate effectively in the industry. Lecturers admitted that the syllabus had not taken on board the new developments in automotive industry. Furthermore, internet of things was not covered in the study curriculum during their training period, as a result many of the lecturers had limited knowledge of IoT. This meant that there was an IoT knowledge gap in both students and lecturers.

Industrial Experience of (IoT) and Connected 

Thirty (30%) of the National Certificate (NC3) students who responded to the questionnaire indicated that they encountered connected cars while they were on attachment. Although the percentage was very low, this did not give the department and students the confidence that internet of things revolution was not coming their way. Lu et al. [5] argue that IoT is the new frontier of development in automotive industry and it is moving with speed. Delloitte consumer research reports that more that 250 million connect cars would hit automotive industry by 2020. It was therefore important that student had to be prepared for this revolution.

Inclusion of (IoT) in the Curriculum

Document analysis reflected that aspects of Internet of Things were missing in the Diesel Plant Fitting (DPF), Auto Electrics and Motor Body Vehicle Repair (MBVR) syllabi. Interviewed lecturer indicated that the syllabi were closed and they were last reviewed the previous five years. With that set up, students were taught that which was in the syllabi and no attention was given to the latest developments in industry. One lecturer gave the following remarks:

• “Even the literature in the library is far behind in terms of equipping students with latest developments in automotive industry. To get the latest on Automotive I use the internet”

The remarks indicated that some lecturers made effort to keep abreast with latest developments in industry. The syllabi took time to take on board the
changes that were taking place. This had a bearing on the quality of Auto Electricians produced by polytechnics. They were always behind and would face challenges when they join the industry. One NC3 DPF student cited the following expectation of polytechnic graduates from industry.

• “The employees at a Transport company where I was attached referred many cases to me with the hope that; as a trainee from college I had knowledge of latest changes in Automotive Industry. I felt very embarrassed when I could not give them solutions to their problems because I had not covered the work at college”

Notable from the remark was the fact that there was a disjunction between what students were exposed to in industry and what they covered at college. Pautler et al. argue that expertise and ever changing technological trends were not usually and effectively incorporated into the curriculum. Students pass examinations and acquire diplomas but they would have to be taught what actually goes on in the industry. 

In response to the current syllabi one lecturer stated that the current HEXCO syllabi in Automotive Industry courses, equipped trainees with basic skills and knowledge which enabled trainees to work in any industrial setting. The trainees would then receive top-up training depending on the needs of the companies they would join. This was the reason why many products of HEXCO had fared well in companies they joined. Despite this, the lecturer strongly supported the idea of making sure that students were kept abreast with latest innovations and developments like GPS and internet of things which are increasingly driving the automotive industry. 

 Preparation of Students for Internet of Things in Automotive Industry

All the respondents indicated that there was need to have more field based trips to vehicle assembling companies and reputable automotive companies so that trainees get lived experiences of the latest developments in automotive industry. Interviewed lecturers also shared the same views and suggested that students should visit companies like Willowvale Motor Industry and Quest Motors. The trips would motivate students and give them lived experiences of latest innovations in motor industry. They would enable trainees to observe how the vehicle assembly process and experience latest developments in situ. Besides carrying out educational trips, lecturers should also go for Industrial attachment regularly. Attachment experience would expose them to latest developments in automotive industry as testified by one automotive engineering lecturer:

• “I was attached to Quest Motors and when I left the company I was completely a new technician. I learnt a lot of new things. I also encountered latest equipment which are now used in motoring industry”

Noteworthy from the lecturer’s was the fact that lecturer attachment is a very important technical and professional development exercise which must be regularly carried out by Automotive Engineering lecturers. Ahmad and Rashid [19] argue that Lecturer Industrial Attachment (LIA) is an exercise which lecturers should undertake in order to broaden their outlook, experiences and keep up with latest developments in technologies in real life working environment. During attachment, lecturers get structured training and learning at actual work experience in their areas of specialization. This helps them to push for change of syllabi in order to factor in the new developments which are taking place in industry and share their experiences with colleagues and students. This exercise is so important that it enables congruence between what is taught in polytechnics what and takes place in industry. There should be a strong cross-pollination of ideas and skills between polytechnics and industry.

Another lecturer suggested that getting attachment to vehicle assembly companies plays a very important role in preparing trainee auto technicians to have knowledge of connectivity of cars:

• “For example the college can enter into an agreement with Nissan or Toyota. The company can send expertise to come and train our auto technicians. The college can also deploy students for attachment to these companies. That way, we will have graduate who are fully equipped with developments in Nissan or Toyota cars”

Notable from the remark was the fact that students and lecturers could benefit immensely technological exchange of ideas with motor industry companies. There was a need for partnership between Automotive Engineering Departments and renowned motor manufacturing companies.

Observations and document analysis indicated that requisite IoT infrastructure like wireless technology, sensor devices, micro controlling and cloud based software devices which could be used for training were missing in the department. It was imperative for the department to install ToT infrastructure which could be used for teaching and learning of IoT knowledge and skills in the department. Interviewed trainees also confessed ignorance of IoT infrastructure. An ideal situation would entail familiarization of trainees with the use of IoT infrastructure whilst at college in preparation for attachment. The trainees ought to be able to build an automotive engineering IoT prototype system as a key training activity during their first year [20].

The fact that most of the lecturers and students confessed little knowledge of internet of things was worrisome. Automotive Engineering lecturers should endeavour to acquire knowledge of Internet of things (IoT) through lecturer industrial attachment to reputable automotive industries like Toyota and Mazda Motor Industries. The department should establish practicing industries where technicians from renowned motor industries come and assist both lecturers and students to adapt to changes that are penetrating the industry. The practicing industries will also give students lived experiences of what is happening in automotive industry. There is also a need for lecturers in the department to carry out further staff development in automotive industry. The department of Automotive Engineering should subscribe to automotive research journals so that lecturers and students get abreast with latest developments in auto industry. A synergy between automotive department and automotive industry is crucial in closing the gaps of knowledge and skills that exist in students and lecturers. Training should match what students will encounter in industry so that they will not suffer from unemployment due to mismatch of skills and knowledge required in the automotive industry. The curriculum used was examination driven and is not in tandem with developments in industry. The curriculum did not cover the latest developments in automotive industry adequately. There was a need to close the gap by forging links between lecturers in automotive industry and technicians in the automotive industry.

The challenge with college based training is that the institution organizes its infrastructure, content and equipment based on the requirements of the examining board. Industry based learning is organize by industry and is based on industrial needs. The competencies which students are examined should be based on what is happening in industry because they are being trained to work in industry. This means there is need for a relook at the Automotive Engineering curriculum and equipment with the view of trying to match it with current trends in automotive industry. The emergence of IoT in the automotive field ushers the need to initiate educational institutions to include IoT in the curriculum [21].

Training equipment in technical colleges should have the infrastructure which support the teaching and learning of IoT [22]. These include; sensors, devices mobile application, microcontroller devices and cloud based software infrastructure. These help to build a human resource with industrial needs as per currents needs and technology. Trainees should not have a first encounter of new equipment and technology when get into industry. It is of no use to train students using equipment which is obsolete. Connected cars should be used for practicum activities in the engineering department in order to prepare them for internet of things which has hit the automotive industry. Moela argues that automakers have noticed a growing trend and business opportunity for connected cars. The connected cars will soon flood the market and trained technicians should be able to operate them. This call for a transformation of the Automotive Engineering curriculum to respond to the critical changes that are taking place in automotive industry.

There is a weak link between what the students are learning at college and what is happening in automotive industry. Internet of things is a development which is fast infiltrating the automotive industry and it is very important that lecturers and students get to know about it. The study has shown that little is done to prepare students to work in the internet driven automotive industry. The syllabi content, learning activities and equipment used do not tally with developments taking place in automotive industry. This may result in producing graduates who will not meet the needs of automotive industry. There was need to constantly review the syllabi in line with developments in automotive industry.

Recommendation

Automotive Department should keep pace with latest developments in the industry and the following steps will help:

• Automotive Engineering Department should include Internet of Things (IoT) course in the Automotive Engineering curriculum in order to equip trainees with IoT knowledge and skills. The course would help them understand and put into practice IoT systems, design and development in automotive the field

• Due to the changing trends in industry, there is needed to introduce a module on Emerging Trends in Automotive Industry by the Automotive Department so as to cater for knowledge gaps caused by innovations and inventions in automotive industry

• Automotive Engineering lecturers need to be staff-developed on the internet of technology (IoT) in the automotive industry so that they will be able to cascade (IoT) knowledge to trainees

• Lecturers should regularly go for industrial attachment, hold post attachment discussions with colleagues so as to share up-to-date knowledge and skills they would have acquired during attachment

• There should be synergies between automotive engineering departments and automotive industries in order to enable cross pollination of ideas and adequately prepare trainees to effectively fit in IoT driven automotive engineering industry

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