Makerspace,higher education and technical institutions

Abstract

Graduates of engineering programs have to be enabled to create hardware products by having easy access to methods for designing, manufacturing, distributing and learning. Such capabilities can be hosted in makerspaces. The makerspace approach remains immature in many developing economies, such as Jordan. Academia in Jordan is considered mostly research-oriented, while the industry is concerned purely with commercial returns. However, higher education institutions in Jordan have realized that linking industry and academia is crucial for maximizing the value of research, as seen through the lens of commercial development. This study aims to establish a roadmap and framework model for developing engineering programs in Jordanian universities by establishing a makerspace to introduce hands-on teaching. Several steps must be conducted sequentially to achieve the objectives of the study, which will ultimately enhance higher education institutions in the field of engineering. The study focuses on establishing a makerspace to receive the necessary equipment to improve teaching methods and the modernization of some engineering courses. Therefore, it will help improve the quality of higher education and enhance its relevance to the labor market and society. Additionally, this trend will gain potential in the future with higher employability.

Keywords

Makerspace engineering program teaching by hand curriculum development

With continuing progress in a globalized world, it is becoming increasingly apparent that open questions involving various sectors, such as energy supply, food security and transportation, must be solved (Arturo, et al., 2022; Leydens et al., 2021). The engineer of the future must be able to harness creativity and innovation to stay competitive and relevant in an economy with ever-growing needs (Adams et al., 2008). Therefore, universities have a major responsibility to cultivate and develop these skills in their students. Previous studies have indicated that a typical undergraduate curriculum tends to diminish creativity in students due to its initial heavy emphasis on theory and mathematical modeling, as opposed to a more practical curriculum for the second part of the program (Cropley and Patston, 2019; Cummings and Blatherwick, 2017; De Vere, 2009). Therefore, it is imperative to find a powerful resource for communities that are developing new approaches to education and training given the technology-driven labor market flux. The expected outcome from engineering programs is that students will become catalysts for innovation and entrepreneurship. To achieve this, they need to be enabled to invent and build hardware products themselves by having easy access to the means for designing, manufacturing, distributing and learning. In currently developed economies, many of the above capabilities are hosted in makerspaces, where the next great hardware product developments will occur. Sandvik and Thestrup (2017) presented the challenges faced by makerspaces in the European Union (EU) project MakEY, which is concerned with makerspaces in the early years. They discussed the developments and challenges facing the makerspace relative to Danish pedagogical traditions, expanding makerspaces, the Internet and how to combine narratives and construction.

Wilczynski and Adrezin (2016) summarized in detail the history of the maker phenomenon and the development of higher education (HE) makerspace cultures. They focused on exploring the impact of makerspace cultures on mechanical engineering education and concluded with a review of common practices within the HE makerspace ecosystem. Taheri et al. (2020) presented a detailed review of the makerspace and the impact of makerspaces in HE. They discussed several forms of makerspace and the benefits of incorporating them for first-year students’ creativity, sense of community, self-confidence and entrepreneurship. Moreover, the lessons learned in research and development (R&D) strongly underline the importance of this approach, not only for spawning a new generation of entrepreneurs but also for changing the educational landscape. Therefore, the makerspace is an integral part of the new age of entrepreneurship.

However, the makerspace approach remains immature in many developing economies, such as that of Jordan (Holm, 2017), where academia and industry are largely considered to be, respectively, mainly research-oriented and purely commercially-driven. However, the reality is considerably more nuanced; higher education institutions in Jordan realize that building ties between industry and academia is crucial to maximizing the value of research, as seen through the lens of commercial development. In Jordan, unemployment is concerning, especially in remote areas such as Karak, Maan, and Mafraq, where three academic institutions are located: Mutah University, the Jordanian University of Science and Technology, and Al-Hussain University. This can be attributed to multiple factors: slow economic and industrial growth, a lack of investment opportunities and a shortage of well-educated graduates. Another important and often ignored aspect is that, while academia is concerned about the slow job market, industry is concerned with the non-availability of high-quality resources (Perkmann, et al., 2013). It is common to witness a qualified individual performing well in interviews but failing miserably in practical scenarios. In short, merely theoretical knowledge, or copying existing products and business models, no longer helps graduates to flourish. Even those graduates who aim for entrepreneurship often settle for less creative ideas, such as franchising, instead of opting for ideas that will address the gaps between academia and industry in society. The engineering industry has attempted to bridge this gap with on-the-job training, where engineers put their theoretical knowledge into practice under supervision (Dunne and Rowlins, 2000). However, this is not a permanent solution and it also reduces productivity. Similar problems are encountered in the educational and industrial sectors in many Middle Eastern areas. So far, the full potential of the knowledge triangle of the education, research and business sectors has not been fully exploited, leading to the gravity of the current skills shortage.

A general problem in Jordan is that high-school graduates with strong potential tend to pursue fields such as economics and medicine, where higher societal prestige is traditionally associated with better personal income (Scoping Report, 2021). Conversely, there is currently a global movement towards the bottom-up organization of laboratories for low-cost, self-made technological innovations (Stickel et al., 2018). This movement is expected to gain momentum; higher education institutions must then be in synergy with the trend. Interestingly, despite the primary focus on technology, gender balance is good in the maker community. Recent studies reveal that most jobs created in industrialized countries are in the field of new Industry 4.0 type companies (Fonseca, 2018). The study of the makerspace approach for HE programs at technical institutions in the Middle East, in line with R&D and regional priorities, will increase the capacities of universities. Using the makerspace approach will also improve current curricula and teaching methods by including transferable or transversal skills. Further, the outcomes of this study are expected to strengthen relations between universities and related sectors as a whole and to promote the uptake of practical entrepreneurial experiences in HE by developing mechanisms to formalize and improve cooperation between universities and other actors in the research, taking selected technical sub-sectors as pilot cases.

Therefore, this study can help to revolutionize the current system by providing extracurricular means for students to engage in more immersive projects and develop a large range of skills. The developed skills can be considered as initiatives to add art and design to the national agenda of science, technology, engineering and mathematics (STEM) education and research. Engineers must be able to respond to the needs and demands of the market through subject-specific expertise. However, just as important are transversal skills (soft, communication, research/analytical and entrepreneurial skills) and practical experience that are not prioritized in the current technical science curricula of universities in the region. The current graduates of Bachelor’s degree programs are not sufficiently prepared to fulfill their role as professional technological change leaders in the market sector. Graduates of the current Master’s curricula are more qualified for scientific careers than to satisfy the demands of industrial-sector employers, even after relatively long induction phases. The result is low employability of university alumni. Universities in Jordan must respond to this gap through strategic curricular development and must train students using modern tools and approaches to address various challenges while performing as technological change leaders.

Study objectives

This study aimed to further the increase of the capacities of universities in Jordan by encouraging them to address HE challenges through an awareness of the role and opportunities of the makerspace in using and creating social innovations and achieving sustainability, and by introducing this concept into their engineering curricula. From a long-term perspective, the results can be replicated by any other region. The specific objectives of the study are:

• to create a makerspace on a university campus;

• to improve the quality and relevance of Bachelor’s and Master’s programs in engineering by integrating makerspaces into the curriculum, developing a curriculum to meet industry requirements, and introducing practical experience from market-sector stakeholders;

• to provide specific training for academic lecturers on new teaching methods, including how to incorporate the transfer of makerspace, blended and e-learning skills;

• to strengthen wider cooperation among universities, research organizations and the industrial sector and to develop interaction mechanisms for public–private partnerships; and

• to motivate female students to complete their university education through special mentoring and introduction to role models at the university.

The study addresses the integration of universities in society at large based on the makerspace concept, which stresses that HE, research, technology and businesses must be interlinked for the optimal use and flow of knowledge and skills in the engineering and business sectors. Strengthening these links fosters the transformational development of the sectors, facilitates networking opportunities and accommodates the non-linear nature of innovation and knowledge creation. Universities will broaden their education and research scope and offer improved curricula which will better reflect the needs and demands of the engineering and business sectors. Improving the quality of HE curricula by using universities’ makerspaces as platforms to involve sector stakeholders ensures the true relevance of HE for graduates. Consequently, graduates will be better equipped with skills to address the challenges of rapid change.

Importance of the study

The study is designed to improve the quality of HE in Jordan and contribute to solving problems such as the lack of practical teaching and practical tasks and the gaps between industry and academia. The economy of Jordan requires novel knowledge; therefore, the development and growth of the educational system are important to the economy. HE is traditionally governed at the national level through the creation of public policies. However, the role of government in HE governance is challenged as globalization erodes national sovereignty and marketizes HE. European governments meet these challenges by internationalizing their HE systems through the Bologna Process and the Lisbon Agenda. One of the main activities of this study is to examine the EU experience and adapt it to Jordanian higher education institutions.

Methodology

The methodology adopted in this study is based on organizing a model framework for establishing a makerspace in Jordanian universities. This framework contains several steps that should be implemented in sequence to enable a coordinated and effective achievement of all objectives. The steps are summarized below.

Step 1

Establish the makerspace at the institution and prepare the launch of the first call for trainees, who will become the future trainers. For this, the state of the makerspace must be reviewed and the definition, type, and set-up should be understood. Desk research is used to analyze the main features of the international makerspace to characterize the key trends and distinctive features of the phenomenon in each institution. A database and report will be generated from this research, from which an understanding of the development of the definition, type and set-up of the makerspace can be formulated. Universities’ makerspaces can be productive sources of innovation if they are properly conceived. By following the three steps below, the makerspace fit is created:

1. Identify the focus of the space and the skills that will be taught to create a well-functioning makerspace. The location and equipment provided should be carefully selected to ensure that the desired activities can take place.

2. The size of the space available for the makerspace may impact focus and equipment. For makerspaces, no perfect model or formula exists. In addition, it is not necessary to have a space set aside solely for use as a makerspace. If there are available study rooms, meeting rooms or classrooms that are not always in use, they can easily be converted into a makerspace.

3. Select the equipment. Makerspaces thrive on the creativity and imagination of the makers; these cannot be purchased. However, the tools that support the learning activities and programs related to the focus of the makerspace are computers, standing power tools, 3D printers, hand tools and safety gear. Depending on the focus of the makerspace, educators may want to obtain particular computer software applications. Below is a description of the required equipment.

Equipment

The makerspaces correspond to the recent model of product design, in which 3D modeling and quick prototyping are crucial. Contemporary makerspaces have to be aligned with with professional design and research centers. Quick 3D modeling and immediate prototyping via 3D printing are essential as they allow young designers to experience product design and validate or disprove their hypotheses. Via makerspaces, institutions will gain valuable experience by combining 3D computer-aided design (CAD) programs with commercial 3D printing. Material requirements rely on computers that can run CAD programs and at least one 3D printer per makerspace. The number of computers should sustain at least half of a typical thirty-student class. Therefore, 15 computers would appear to be a reasonable quantity. This number is also supported by the experiences of the participating institutions, where one teacher is enough to cover work with three workgroups of four to six students. The computer configuration reflects the needs of CAD programs, which usually have minimum requirements of approximately 8 GB RAM, dedicated graphic cards, and updated mid-class processors. These requirements are reflected in the choice, for example, of the PC Workstation Complete (Dell Precision Tower 3420 - SFF - Core i7 6700 3.4 GHz - 8 GB - 1 TB, DVD-Writer) with a mouse, keyboard, and corresponding monitor.

For prototyping, a single mid-class 3D printer is a convenient solution. Therefore, the following main equipment is needed for the space: 3D printer; 15 PC-workstations; software; hand tools; standing power tools; and safety gear.

According to experiences with computer delivery and configuration, approximately 4 months are needed to order and receive IT material and 3D printers. The configuration of computers and 3D printers is a common activity that is handled by the local IT and technical services of the EU partner institutions. Therefore, the configuration at the institutions is assigned to local IT and technical services. The preparation of technical equipment should not exceed 1 month.

A key element of this study for capacity-building activities is to conduct training for university lecturers on integrating the makerspace approach, blended learning and e-learning with current teaching methods. By using a “train the trainers” approach, trained lecturers will apply the methods in their teaching activities, which may benefit the targeted study programs, and they may also act as multipliers by sharing the newly acquired skills at their home institutions. Preparatory activities are needed before the training programs of university staff can be implemented. Based on the already identified gaps in the targeted curricula and considering recommendations of the ongoing stakeholder consultation process, the trainers will update the initial university staff training designs.

A set of three training courses should be designed, focusing on: (1) how to make; (2) blended and e-learning methods; and (3) short-term exposure to teaching at other universities.

Training course preparations

An evaluation mechanism for the training courses should be designed and prepared to allow trainers and trainees to evaluate the training implemented. A follow-up mechanism should be designed to ensure that trainees act as multipliers in their home institutions. The institutions must ensure the readiness of the makerspaces and revise their currently available IT infrastructure to ensure that current versions of the e-learning platforms are available and up-to-date, and any additional equipment is purchased.

Therefore, the preparatory phase is about laying the groundwork for the following steps, which are implemented during the demonstration phases. In the preparatory phase, the mechanisms for creating makerspaces at the university are formulated, an industrial stakeholder consultation process is launched, cooperation mechanisms are planned for those involved in developing the curriculum to respond to industry requirements and the makerspace approach, and the preparation of the training activities is completed. By the end of the preparation phase, the following milestones will have been achieved: the makerspace is ready, training has been launched and a final cooperation agreement is available between the stakeholders and the associated institutions.

Step 2

The current academic offerings of engineering programs at Bachelor’s and Master’s levels at Jordan’s universities do not reflect the full range of needs of the different industrial sector stakeholders, thus leading to low employability for graduates. Therefore, a stakeholder consultation process, in which industrial-sector stakeholders will be actively involved, should be conducted. This includes an assessment of the universities’ educational strategies, as well as their human and technical resources and the value of the academic makerspaces. An assessment group should be formed, comprising the contact persons (CPs) who compile all necessary documents to allow a thorough assessment and make them available to the group. The group analyzes the provided documents, collects opinions on the study programs and identifies gaps and opportunities (the need for academic makerspaces). A questionnaire is then developed by the assessment group and a survey, consisting of individual interviews with different industrial-sector stakeholders (e.g., students, alumni, employers in different businesses, workers and academic staff) is conducted. A database is developed by the group, into which survey data are entered and these data are then analyzed; results are compiled into a survey report by the assessment group, led by the CPs of the respective universities.

The reports are shared with the university authorities (dean, rector, director of the postgraduate school) for further action. A summary of the process and the most important results of the stakeholder consultation will be made available on the university website for public use. Here, the universities’ and manufacturers’ representatives collaborate towards a joint vision. The heterogeneity of the industrial sector, comprising stakeholders with different demands, poses a challenge. Therefore a series of 2-day workshops is held, and representatives meet relevant industry-sector knowledge triangle stakeholders to discuss joint areas of interest and possible options for collaboration between universities and other industrial sector stakeholders in education and research. The workshops provide spaces for discussion about how to improve and increase cooperative innovation and self-production-based makerspaces. Mechanisms to strengthen research collaboration between universities and the private sector (e.g., in the form of theses) are discussed and agreed on. Legal aspects (insurance, intellectual property rights), logistics, administration and management of collaborations (e.g., identification of responsible staff) are discussed and decided on. Further, the workshops provide an opportunity to identify interviewees and conduct interviews with individual participants to be processed into short promotional videos. The first call for students to participate in internships is launched, and candidates are selected in accordance with the agreed terms of reference.

Step 3

Diverse training options are offered to introduce various teaching tools and enable the staff to respond to the different didactic and managerial demands the improved curricula will include. The training portfolio is mainly a short course concentrating on the transfer of skills needed to develop, test, evaluate and implement effective state-of-the-art teacher training in e-learning and the makerspace.

Courses on how to make

Courses on how to make are designed to instruct teachers on how to design and implement makerspaces to support project-oriented collaboration among students in engineering, science and other fields. This also fosters the face-to-face communication essential for community building and allows for the mess that accompanies innovative, iterative and productive group problem-solving and prototyping.

Courses on blended learning and e-learning

The focus of e-learning courses depends on the respective target organization. At organizations without e-learning experience, e-learning is implemented in selected courses as models for further internal organization adoption. At organizations more versed in the use of e-learning tools, the integration of these tools into curricula is improved; using blended learning activities, such as the rotation model, students experience a mix of online and offline activities to learn important concepts through various methods. The trainees also learn how employing some makerspace techniques is an effective way to add more dimensions to the class repertoire and expand the students’ horizons. Further, the creation of complete online courses can be promoted.

Step 4

The anticipated methods in this stage are the organization of roundtables, guest lectures, alumni talk, alumni and guest interviews, student internships and the formulation of thesis research topics. Roundtables involve experienced staff (experts) from industrial organizations. In informal meetings, they come together with university staff and other guests and discuss topics related to their professional areas. These topics are selected according to the respective experts to ensure that the roundtables can help to strengthen links between universities and the industrial sector through changes in higher education. Mutual learning can include technical, scientific and business-related issues.

Therefore, during the preparation phase, makerspaces for teaching and training at universities are established. Various training activities for university staff are conducted along with the first phase of the cooperation between all actors in the knowledge triangle. After an evaluation phase, curriculum development with industry requirements and the makerspace approach are performed based on the recommendations of the evaluation. These phases are designed to function consecutively; results and learning from one step feed directly into the next step. Feedback loops allow the project consortium to reflect on experiences, discuss options for improvement and adapt the methodology if necessary. One of the main activities is dedicated to the training of university staff on the makerspace approach and how best to integrate makerspaces into the curriculum – for instance, through courses on new methodological approaches, such as “E-learning and Didactics” and the cooperation mechanisms between universities and the private sector. Various activities, such as guest lectures from business partners and student internships at partner organizations, are conducted. These can be followed by curriculum development, wherein specific courses are modernized and developed to meet the requirements of the project – courses, for example, on innovation and entrepreneurship in engineering, graduation projects and academic research. By the end of the development phase, the internships of Phase 1 have been completed.

Step 5

The second phase of collaborative actions is based on the cooperation mechanisms described above. Recommendations for improved cooperation mechanisms are considered while implementing these activities. For universities and students to be fully invested in maker education, it must be fully integrated into each curriculum. Therefore, the following events can galvanize the implementation plans.

Roundtables

Roundtables involve one academic staff member who has experience in education activities and industrial activity development, along with university staff, a representative from the Ministry of Higher Education, a student representative and other guests from the industry sector. They select the practical courses that must be integrated into the maker cycle: researching, prototyping and refining to meet industry requirements. These roundtable topics are selected according to the respective experts to ensure that roundtables foster mutual learning and can include technical, scientific and legal-related issues.

Expert guest lectures

Expert guest lecturers interact with students in the targeted curricula. They explain the qualifications that new employees must have, share their experiences and emphasize which innovative skills (e.g., how to make) are fundamental to professional success. The diverse set of institutions guarantees that students are exposed to various career options. The guests’ interviews should be filmed and made available on the university webpage and social media.

Alumni talks

In alumni talks, recent graduates are invited to share their experiences and recommendations for peers in matters related to job qualifications and first work experiences. Like expert interviews, alumni interviews should be recorded and made publicly available.

Internships

Student internships in industry are offered. After completing an internship, students will likely return to the university makerspace with new ideas; there, they are given time to discuss, plan and develop ideas and, with this method of instruction, they will prosper as innovators of the future. Each internship is planned for 3 weeks. Supervisory visits of university staff to an intern are planned. In a collaborative process, the expert staff and industrial sector stakeholder partners jointly formulate research topics that are suitable for a thesis research project. A flowchart for the suggested model is shown in Figure 1.

Figure 1.

Flow chart for the suggested makerspace model.

Results and discussion

Combining the makerspace with academic education is a new approach to encouraging university students and teachers to creatively apply engineering fundamentals to real problems. The makerspace offers numerous cost-effective options to establish research facilities, including measurement and control systems. Using micro-computers in combination with measuring devices (e.g., thermocouples, pressure transmitters, voltmeter, volume flow measurement, etc.), control loops and 3D printers allows the construction of flexible and cheap equipment. Creativity is encouraged since the development of new solutions is the main goal of this new process development. Therefore, the application of the makerspace to engineering education is future-oriented and goes beyond Industry 4.0. Teachers and students must have a comprehensive basis of fundamentals but will benefit from the results and feedback regarding their developments in a short time (ideally within the same course) and at a reasonable cost. This approach is especially beneficial for institutions and countries with limited resources, such as Jordan.

Jordanian universities

This study stems from the lack of knowledge among Jordanian students of teaching and the makerspace and their need to communicate with the world through mobility, find jobs and carry on their postgraduate studies. It is essential to establish businesses, improve skills and find employment. Further, this study is motivated by the need to improve market-relevant skills, trading, research, critical thinking and communication via appropriate teaching methods. It is hoped that the study will also increase the capacities of universities in Jordan to address their HE challenges through an awareness of the role and opportunities of the makerspace in using and creating social innovations and achieving sustainability. This can be accomplished by introducing the makerspace concept into their engineering curricula. The study may also foster regional and cross-regional cooperation among institutions on capacity building in HE to ensure that they offer demand-driven education and increase their capacity to respond to the innovation needs of their market sector.

Within this framework, a major objective is to reform the education and training systems in accordance with Jordan’s national program and towards convergence with higher standards and practice. After transferring the makerspace approach to Jordanian universities and strengthening cooperation with industry, there will be an increase in innovation, growth and job creation. The quality and relevance of Bachelor’s and Master’s programs in engineering will be improved as specific training will be provided to university staff, and wider cooperation between universities will be strengthened. Additionally, female students will be more motivated to complete their university education. Innovative teaching and learning methods will be implemented in existing practical courses.

These extracurricular learning processes begin to bridge the gap between students’ academic and professional lives and allow them to put theory into practice. One means of accomplishing this bridging is through the training of academic staff and student internships. These cooperation mechanisms and curriculum development should be evaluated by all involved stakeholders, as well as external experts. Subsequently, the results are fed directly into the following steps. First, the final evaluation of the second implementation of the study’s concepts for further collaboration is designed. The steps of the quality management cycle (plan, do, check, act) are used for monitoring single tasks, even at the management level. Mechanisms for the evaluation of the activities (creating makerspaces, training for lecturers, curriculum development, student internships and business partners as lecturers) are implemented, and the necessary materials are prepared. All cooperation taking place during a makerspace’s lifetime is documented. Different means are used for the dissemination of activities, materials and outputs through a multitude of channels, but a special focus is given to web-based tools and social media.

Preparatory phase

In the preparatory phase of establishing the makerspace, the mechanisms for creating makerspaces at the partner universities are formulated. Further, an industrial stakeholder consultation process is launched and cooperation mechanisms for the actors of the curriculum development with industry requirements and the makerspace approach are planned. Then, the preparation of the training activities is completed. By the end of the preparation phase, the following milestones should have been achieved (Table 1):

• Makerspaces for teaching and training at universities have been established.

• Various training activities for university staff have been conducted.

• The first phase of the cooperation between all actors of the knowledge triangle has been completed.

• After the evaluation phase, curriculum development with industry requirements and the makerspace approach have been accomplished based on the recommendations of the evaluation.

Table 1.

Time required to achieve the expected milestones for Phase 1.

Milestone	Duration (months)
Call for training launched	5
Makerspace ready	6
Final cooperation agreement available with industry	9
The preparation phase	9–36

These activities are designed to function consecutively; results and learning from one activity feed directly into the next activity. Feedback loops reflect experiences, discuss options for improvement and adapt the methodology if necessary.

Training activities

Most activities are dedicated to the training of university staff on the makerspace approach on how to best integrate spaces into the curriculum; courses on new methodological approaches are also provided. Further, short-term visits to other universities are organized for lecturers to participate in ongoing teaching activities and learning in peer-to-peer settings. In cooperation mechanisms, especially between universities and the private sector, partnerships agreed upon during the preparation phase are implemented. Various activities, such as guest lectures from business partners and student internships, are conducted. After a required evaluation, curriculum development through modernizing and developing specific courses to meet the requirements of the activities is implemented. These courses include innovation and entrepreneurship in engineering, graduation projects and academic research. By the end of the development phase, the milestones listed in Table 2 should have been achieved.

Table 2.

Time required to achieve the expected milestones for Phase 2.

Milestone	Duration (months)
Several internships of phase 1 completed – these extracurricular learning processes begin to bridge the gap between students’ academic and professional lives and allow them to put theory into practice	18
Evaluation analysis conducted	20–22
Evaluation report available	22
Training of academic staff completed	32
Internship of phase 2 completed	33
All cooperation mechanisms and curriculum development evaluated by involved stakeholders and external experts	33–36
Evaluation report made available	36
Final evaluation of second implementation of project objective concepts for further collaboration designed	36

Figure 1 is supplied separately as PDF.

Conclusion

Industries have been using on-the-job training to connect employees’ knowledge from university with the skills needed at the workplace. However, this is not a long-term solution and it weakens productivity. Such problems are encountered in the educational and industrial sectors in many Jordanian areas: the common motivation of the education, research and business sectors has not been fully exploited, leading to a shortage of current skills. However, the results of various studies have emphasized the importance of knowledge transfer, focusing on the makerspace approach. Curriculum development and broader cooperation in this area, namely between universities in Jordan, have not yet begun. Given these challenges and opportunities, the HE sector needs concerted actions and close collaboration among all market sectors to further promote the uptake of practical entrepreneurial experiences in HE. A better understanding of the role of the maker and the mindsets, demands and needs of stakeholders can foster collaboration and lead to new developments and innovations that are urgently needed to improve all sectors. This highlights the need for better-trained professionals. Engineers must be able to respond to the needs and demands of the market through subject-specific expertise. However, just as important are transversal skills and practical experience and these are not a focal point of the current technical science curricula of universities in the region.

Graduates of the current Master’s curricula are more qualified for scientific careers than to satisfy the demands of industrial-sector employers, even after relatively long induction phases. The result is the low employability of university alumni. Universities in Jordan must respond to this gap through strategic curricular development and must train students using modern tools and approaches to address various challenges while performing as technological change leaders. It is expected that this trend will gain momentum in the future; thus higher education institutions must respond accordingly. Interestingly, despite the primary focus on technology, gender balance is good in the maker community. Recent studies reveal that most jobs created in industrialized countries are in the field of new Industry 4.0-type companies.

The makerspace approach for HE programs at technical institutions in Jordan thus aims to achieve the following main objectives:

1. Improve current curricula and teaching methods using the makerspace approach by including transfer or transversal skills.

2. Strengthen the relations between Jordanian universities and industrial sectors.

3. Promote the uptake of practical entrepreneurial experiences in HE.

4. Develop mechanisms to formalize and improve cooperation between universities and other actors in research, taking selected technical sub-sectors as pilot cases.

5. Bridge the gap between academic institutions and industry.

6. Enhance the quality of engineers in terms of hands-on skills.

7. Increase the network of participating universities, resulting in increased competence and proficiency.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Mohammad Almajali

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