Aims and Objectives

With an ever-accelerating pace of change in industry, rapid exapanding technology access, fast improving information and communication systems, globalisation of markets and business competition, resource limitations and rising customer expectations, engeneers have had to adop a new way of doing business. The pressing need for increased productivity as well as for the delivery od products of uniform high quality is turining industry more towards computer-based automation. As a synergy of core technologies of mechanical engeneering, electronics, computer science, indstrumentation and controls, mechatronics is fast becoming an important component of modern products and processes that are highly integrated in functionalities.  New concurrent engenering thinking framework in the process of designing machines, mechatronics is indeed bringing about an industrial paradigm shift. Mechatronics, with its multidiciplinary integrated approach to product dessign is poised to become thekey enabling technology for gaining a competitive edge in the modern manufacturing era. The development of mechatronics is therefore crucial to competitivness of Kosovo economy.


Mechatronics and Management has recieved comparatively little attention from engineering education researchers. For some years concerns have arisen about how best to prepare under-graduate engineers to work with advanced technologies in organisational contexts. Academicians and engeneering managers have identified several key areas for endeneering and technology educators to focus on. Failure of advanced technology projects has often been attributed to non-technical rather than technical problems. Research has postulated that the poor treatment of non-technical issues within advanced engeneering programmes has contributed to systems failure, as those charged with designing, developing and implementing the technologies have not been provided with necessary set of skills and knowledge needed to manage non-technical issues. As a result, high profile professional bodies have called for a greater balance between technical and non-technical competencies of technologists (Just IT & Recruitment, JP Morgan, Gsachs International).


Conventional Engeneering education throughout Europe has been dominated by technical subjects and had little to offer in terms of interdisciplinary academic training. Topics related to economics, business management and legal ethic of the profession have recieved little attention or have been addressed through short-term courses. On the other hand, graduates of business fields have rarely had the chance to get an indepth knowledge of technical fields while mostly releying on on-the job trainings to complement their missing link.


The sudy programme at UBT aims to offer a more balanced approach through combining contemporary mechatronics systems with economics, management, legal ethical and organisational psychology and behaviour to better prepare graduates for addressing organisational competitvness while recognising developments in the context where they operate.The study programme aims to produce engeneers who are commited to a career in mechatronics with a variety of different employers in Kosovo. The programme emphasis the importance of producing original thinkers who are able to take an imaginative approach to the solution of a wide range of engeneering problems.  The study provides an academic qualifications underpinned by mathematics and science, integrated with business management and information technology enabling them to progress to the related professional occupations. Furthermore, the programme also offers the a social dimension to enable students to grasp and legal and ethical standards of the profession and provides the opportunity to specialise in lidership and management of the engeneering process.


Expected learning outcomes

This programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas:

Knowledge and understanding

Students will acquire knowledge and understanding of:


  • Development of advanced knowledge of theory, methods and practice used to develop mechanical components and systems for mechatronic products.


  • Development of advanced knowledge of theory, methods and practice used to develop analog and power electronic circuits used in mechatronic products.


  • Development of advanced knowledge of theory, methods and practice used to develop embedded solutions used in mechatronic products.


  • The ability to understand and reflect on advanced practice, applied theories and methods and reflect on the practice and application of theories and methods in the context of developing complex mechatronic systems and products.



Students will develop skills to:

  • The ability to apply advanced engineering methods and tools and master the related skills in the process of developing complex mechatronic systems and products.


  • The ability to apply engineering methods and tools to, specify and develop mechanical components and systems in a complex mechatronic context.


  • The ability to apply engineering methods and tools to, specify and develop analog electronic circuits in a complex mechatronic context.


  • The ability to apply engineering methods and tool to, specify and develop embedded hardware and software in a complex mechatronic context.


  • The ability to evaluate practices oriented and theoretical issues and explain choices and solutions in the mechatronic development process, as well as to explain and choose the optimum solution methods and technologies suited to solve a given complex mechatronic development task.


  • The ability to document, present and communicate advanced engineering issues and related academic issues to collaborations partners (specialists) and users (non-specialists).


Other competencies and attributes

Students will acquire and develop transferable skills such that they are able to:

  • The ability to handle complex and development oriented situations in study or work contexts as an expert in an international engineering context.


  • The ability to independently participate in product development projects and interdisciplinary collaboration with a professional engineering approach.


  • The ability to independently take responsibility and identify one’s own learning needs and organize one’s own learning in different learning environments.


  • The ability to work as a professional engineer and continue studying on a relevant field