EVALUATING THE PSYCHOMETRIC IMPACT OF CENTERS OF EXCELLENCE ON INDUSTRY READINESS IN ENGINEERING STUDENTS

Abstract

In the evolving landscape of engineering education, there is increasing emphasis on aligning academic training with industry expectations to enhance graduate employability. Centers of Excellence (CoEs) have emerged as institutional frameworks that aim to bridge this gap by providing students with access to applied skill development, industry mentorship, and project-based learning. However, limited empirical research exists evaluating their psychometric impact on students’ perceived industry readiness and placement outcomes.

This study proposes a psychometric framework to examine the role of CoEs as mediators in the relationship between institutional support and industry readiness among engineering students. Using a convergent mixed-methods approach, we collected quantitative data from 500 students, including academic performance, placement status, and soft skill assessments, alongside qualitative data from interviews and focus groups involving students, faculty, and industry mentors.

A regression-based mediation model, grounded in Baron and Kenny’s framework, was employed to test the indirect influence of CoE participation on employability outcomes. Results revealed a significant partial mediation effect, indicating that CoEs effectively translate institutional efforts into measurable industry readiness indicators such as confidence, recruiter feedback, and soft skills. These findings support the integration of CoEs as strategic components in higher education policy and curriculum design, offering a psychometrically sound pathway to enhance workforce preparedness in technical education.