Discussion Overview
The discussion revolves around the choice between two engineering courses at Glasgow University: Electronic and Software Engineering versus Mechatronics. Participants explore the content and focus of each program in relation to specific interests in hardware, software, and mechanical engineering.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- One participant expresses a desire for a course that aligns with a preference for 55-60% hardware (Electronic Engineering), 30% software (AI/computer), and 10-15% mechanical fields.
- Another participant suggests that Mechatronics would cover all three areas of interest.
- A concern is raised about the potential lack of detailed knowledge in computer engineering if choosing Mechatronics.
- One participant advises consulting with professors and students to understand the course structure, noting that Mechatronics programs can vary significantly between institutions.
- There is a viewpoint that pursuing a degree covering multiple engineering disciplines may not provide in-depth knowledge compared to specializing in one area.
- Another participant mentions that in Biomedical Engineering, employers often seek specialists rather than generalists, suggesting a similar trend may apply to other engineering fields.
- One participant indicates a preference for starting their own company, prioritizing detailed knowledge in computer engineering with some mechanical modules.
- Another participant recommends pursuing a degree in computer engineering while taking additional mechanical courses as needed, suggesting that drafting courses could also be beneficial.
- Concerns are voiced about the availability of computer engineering courses in the UK, with mentions of alternatives like Electrical Engineering and Mechatronics.
Areas of Agreement / Disagreement
Participants express differing opinions on the adequacy of Mechatronics for achieving detailed knowledge in computer engineering, with some advocating for specialization while others support a broader approach. The discussion remains unresolved regarding the best path forward based on individual goals and preferences.
Contextual Notes
Participants highlight the variability of course content across institutions and the potential trade-offs between breadth and depth of knowledge in engineering disciplines.