Study on Lecturer and Institutional Support and Readiness in the Development of Bachelor of Mechanical Engineering Technology (Agricultural Automation) Based on WBL at Politeknik Kota Bharu

Abstract

This study examines lecturer and institutional readiness in the development of a Bachelor of Mechanical Engineering Technology (Agricultural Automation) program based on Work-Based Learning (WBL) at Politeknik Kota Bharu.

The research aims to evaluate the readiness of academic staff and institutional capacity to support the implementation of the proposed program in response to the growing demand for expertise in agricultural automation and smart farming technologies. A mixed-method approach was employed, integrating document analysis with quantitative survey data collected from lecturers involved in related engineering and technical disciplines.

The findings indicate a high overall level of readiness, reflecting strong academic support for the program’s establishment. Specifically, the constructs of program necessity, curriculum relevance, lecturer and institutional preparedness, and program support and sustainability were all rated at a high level. These results demonstrate that lecturers recognize the program’s relevance to industry needs and national educational priorities, while also expressing confidence in the institution’s ability to adapt teaching strategies and align curriculum content with emerging technologies such as automation, Internet of Things (IoT), and intelligent systems. However, the implementation challenges construct recorded a comparatively lower mean, indicating moderate concerns related to workload, time constraints, and the availability of specialized facilities and expertise.

Despite these challenges, the overall analysis confirms that both lecturers and the institution are substantially prepared to support the program’s implementation, provided that continuous professional development, infrastructure enhancement, and strategic institutional support are prioritized to ensure sustainable execution. The findings offer valuable insights for higher education institutions, curriculum developers, policymakers, industry partners, and accreditation bodies in planning and implementing industry driven engineering programs that strengthen graduate employability, foster collaboration between academia and industry, and support the advancement of Malaysia's agricultural automation sector.

Keywords— program development, lecturer’s readiness, institutional support, TVET, agricultural automation