Graduate Studies

 

First Advisor

Logan A. Perry

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Jessica Deters, Mary Zeleny, Santosh Pitla

Department

Engineering (Engineering Education Research)

Date of this Version

5-2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Engineering (Engineering Education Research)

Under the supervision of Professor Logan A. Perry

Lincoln, Nebraska, May 2025

Comments

Copyright 2025, Katie M. Mowat. Used by permission

Abstract

This dissertation explores the perceptions of practicing engineers regarding the skills necessary to be workforce-ready at agricultural technology (ag-tech) start-ups in the Midwestern United States. A qualitative case study methodology is leveraged, combining both interview and job description data. Given their uniqueness, the study divides the ag-tech start-up industry into two subcases: livestock and cropping systems. The Work Readiness Integrated Competence Model (WRICM) is used as the theoretical framework for this study and informs the conceptual framework and analysis processes. The study identified skills that fit into thirteen distinct categories, which are further grouped into four overarching resource groups. Skills identified in this study that are common in engineering readiness literature more broadly included problem solving, critical thinking, creativity and innovation, leadership, self-management, interpersonal communication, teamwork, and technical engineering skills. Skills of particular interest to the ag-tech start-up industry that were less commonly mentioned in literature included research, systems thinking, information technology (IT), and accountancy and marketing skills. This study offers multiple recommendations for students, faculty, and industry practitioners. It highlights the need to attract more engineers to this rapidly growing sector and encourages students and engineers to use the identified skills as a benchmark for industry readiness. Additionally, academics can leverage these findings to integrate essential non-technical skills—such as communication, teamwork, systems thinking, and agricultural knowledge—into engineering curricula for engineering students that may enter the ag-tech field. Ag-tech start-ups can utilize this study as a framework for evaluating an engineer’s preparedness and identifying areas for skill development. Lastly, the study paves the way for further research on workforce readiness in engineering, agriculture, start-ups, and the ag-tech industry.

Advisor: Logan A. Perry

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