That has pretty much always been the case as new technology obsoletes the textbooks before the ink is wet.sahib said:I can also understand that electronics as a subject is no longer what it was in say 70s. It is vastly much wider of a subject now, and impossible to cover all of it. So the universities have to focus on the areas where jobs are. At the end of the day they have to produce employable graduates.
My complaint is/was that we wasted a lot of time on doing modules like integrated engineering. I got an exemption from it in year one but ended up doing it in year 2 and 3 which was an utter waste of time. A total micky-mouse subject. Whereas they could have filled these with, say, even basic power electronics. Equally again in year one we did one module programming Lego using Robot C and another one literally copying Arduino programs, supposedly to introduce the student to programming. Why not introduce C directly? As a result from year 2 and 3 you can feel that they are cramming a lot of stuff in a very limited time. By the time you are in year 4 you are sprinting (as one lecturer said).
@ squareave,
The science side even at its basic indeed requires a lot more than understanding diy electronics. Although, nobody designs analogue audio using laplace you have to chew a lot of serious maths.
Not to be Debbie downer, but designing discrete mic preamps is not a good career path for this century.
The cream of the crop design engineers are the guys designing the innards of ICs. I took one night course in semiconductor physics and it is more physics than soldering.
Analog design is almost obsolete, but all those fancy digital chips require analog "glue" circuitry around them to work, so will never disappear.
Understand the basics, and inside those digital ICs are little analog function blocks.
Sorry this may not be helpful..
JR