Cyber-Physical Systems

ISSN: 2333-5777 (Print) 2333-5785 (Online) Journal homepage: https://www.tandfonline.com/loi/tcyb20

Trends in preparing cyber-physical systems

engineers

Thi Bich Lieu Tran, Martin Törngren, Huu Duc Nguyen, Radoslav Paulen,
Nancy Webster Gleason & Trong Hai Duong

To cite this article: Thi Bich Lieu Tran, Martin Törngren, Huu Duc Nguyen, Radoslav Paulen,
Nancy Webster Gleason & Trong Hai Duong (2019) Trends in preparing cyber-physical systems
engineers, Cyber-Physical Systems, 5:2, 65-91, DOI: 10.1080/23335777.2019.1600034

To link to this article: https://doi.org/10.1080/23335777.2019.1600034

Published online: 12 Apr 2019.

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CYBER-PHYSICAL SYSTEMS
2019, VOL. 5, NO. 2, 65–91
https://doi.org/10.1080/23335777.2019.1600034

ARTICLE

Trends in preparing cyber-physical systems engineers

Thi Bich Lieu Trana, Martin Törngrenb, Huu Duc Nguyen*c, Radoslav Paulend,
Nancy Webster Gleasone and Trong Hai Duongf
a
Department of Education Management, VNU, University of Education, Hanoi, Vietnam; bKTH ICES,
School of Industrial Engineering and Management, Department of Machine Design, Stockholm,
Sweden; cVietnam National University, Hanoi, Vietnam; dFaculty of Chemical and Food Technology,
Slovak University of Technology in Bratislava, Bratislava, Slovakia; eCentre for Teaching and
Learning & Senior Lecturer Global Affairs, Division of Social Sciences, Yale-NUS College, Singapore;
f
Institute of Science and Technology of Industry 4.0 & Department of Information Technology,
Nguyen Tat Thanh University, Hochiminh City, Vietnam

ABSTRACT ARTICLE HISTORY

Demand for prepared Cyber-physical systems (CPSs) engi- Received 11 November 2018
neers is growing in the Industry 4.0 economy and universi- Accepted 1 March 2019
ties should respond accordingly. This article identifies trends KEYWORDS
in preparing the CPSs workforce of the future by reviewing Fourth industrial revolution
educational curricula and research on CPSs of universities (4IR); Cyber physical systems
around the world. The research finds three main approaches (CPSs); CPSs for specific
being deployed: 1) Offering universal CPSs foundational industries; CPSs curriculum;
training for different industrial fields; 2) becoming more higher education
focus on CPSs training at the doctoral level and for
a specific industrial field; and 3) CPSs training as an
embedded or introduction course in engineering curricula.
The research identifies a need for ‘educational renewal’ in
the era of CPSs training. Reorganizing university structures
for collaboration and innovation in CPSs training and
research is essential. Preparing interdisciplinary CPSs doc-
toral-level graduates and engineers for specific industrial
fields should become a central focus. Equipping CPSs engi-
neers with skills, especially creativity and entrepreneurial
competencies, should be a priority.

1. Introduction
As the global economy goes through a digital transition, new ways of working
with technology, and designing it have emerged. Cyber-physical systems (CPSs)
are the key elements of the fourth industrial revolution (4IR). As noted by
Stojmenovic & Zhang [1], in the inaugural issue of CPSs journal, CPSs research is
a major global priority. CPSs are quickly being integrated into manufacturing,
business, education, health, transportation, and social and cultural life as we settle
into the 4IR and a new era of machine to machine (M2M) and Human to Machine

CONTACT Thi Bich Lieu Tran lieutran5@yahoo.com Department of Education Management, VNU,
University of Education, Hanoi, Vietnam
*Project leader
© 2019 Informa UK Limited, trading as Taylor & Francis Group
66 T. B. LIEU TRAN ET AL.

communications. The development of CPSs affects all socio-economic, technical

and scientific academic fields. All countries are urgently preparing their own
strategies for adaption to the 4IR economy and implementing programs for the
development of future-ready graduates in CPSs. Demand for prepared CPSs
engineers is growing in the Industry 4.0 economy that places new demands on
university research and training and is said to be a priority now and in the future
[2]. In early 2007 in the United States, “Motivating students and the workforce to
gain skills in CPSs was identified as a high priority” [3, p.12]. Also Mäkiö-Marusik
[4], identifies increasing demand for CPSs talents. Although the demand for CPSs
engineers is increasing, knowledge and skills in CPSs in general, for specific
industrial areas combined with social competencies in particular, are lacking, in
part, due to the lack of CPSs educational opportunities and outdated engineering
curricula [5,6]. Therefore, training CPSs experts at all levels of higher education,
including bachelor, master, and doctoral degree programs, and developing
dynamic CPSs certifications for lifelong learning is recommended, both for face-
to-face programs and online [7–9]. Several trends of preparing CPSs engineers
have been found at universities around the world. This article discusses these
trends and makes suggestions to improve the CPSs engineering preparation at
universities.
Following the introduction, the article presents methodology, then it
reviews state of the art of CPSs domain, survey results of CPSs education
trends, discusses the trends and provides suggestions for improving a CPSs-
ready workforce, and finally it comes to conclusions.

2. Methodology
2.1. Research aims and questions

This research aims to identify trends in educating CPSs engineers at univer-

sities around the world and makes suggestions to improve CPSs engineering
preparation. It tries to answer the following questions:

(1) What are the trends and challenges of CPSs engineering preparation at
universities around the world?
(2) How can CPSs engineering preparation be improved?

2.2. Methods of collecting and analysing data

The research uses secondary data of CPSs curricula, and CPSs-related books
and journal articles to conduct a comparative analysis. To determine which
schools have CPSs training, the research applied the Google search function
with key words ‘Center for cyber physical systems’ and ‘cyber-physical systems
curriculum/program/course’. A limitation to this approach is that there are
 CYBER-PHYSICAL SYSTEMS 67

Table 1. The number of reviewed CPSs programs/courses and their location.

USA Europe Australia Asia
Degree (63) 17 31 3 6
Bachelor (3) 1 1 1 0
Master (17) 3 11 0 3
Doctoral (15) 1 11 1 2
Other degrees (3) 2 1 0 0
Credit (9) 5 4 0 0
Embbeded & introduction (10) 5 3 1 1
Online program/course (6) Iowa State University, USA: 2; MOOC, Udacy, Coursera and EdX: each 1

many relevant certificate and non-degree granting training programs online

and in face-to-face format. However, quality and attrition are not possible to
measure given the scale. For this reason, the search was narrowed to exclu-
sively look at relevant programs that cover CPSs skills in higher education
degree-programs specifically and selected a sampling of programs from dif-
ferent countries (USA, Europe, Australia and Asia) for a comparison study.
Omission of CPSs related courses and programs that are labeled under differ-
ent names is also another limitation of this research. Some curricula, such as
those of Chinese and Korean universities, were not available in English, so we
could not select for inclusion in the research sample. For example, we identi-
fied a 3-year CPSs masters degree program at the North China Electric Power
University, but details are only available in Chinese. There were 63 programs
reviewed, inclusive of 57 face-to-face and 6 online programs/courses of all
degree types worldwide. This is detailed in the Table 1 and the program/
course names can be seen in Appendixes 1 and 2. In addition, the research
carefully examined CPSs courses and programs of 35 Malaysian and 57
Vietnamese University IT departments, which provided 4IR relevant training.
It also reviews the status of engineering training in South Africa to highlight
the availability of CPSs training in emerging and developing countries.
For CPSs education related publications, the study used a Google search by
keyword ‟articles on cyber physical systems education”. Little research on CPSs
education was found in search results. We used these articles to support our
arguments on CPSs education trends, and support this with our own program
reviews. The study draws on recent CPSs education publications of the US
National Academies Press and a report conducted by McDermott, et al. on
CPSs human resource preparation at US universities; articles on CPSs education
from leading experts (e.g. Törngren and colleagues, Thompson and colleagues,
Zalewski, Kurdahi and colleagues) presented in CPSs workshops (e.g.WESE’15
Proceedings: Workshop on Embedded and Cyber-Physical Systems Education),
published in CPSs related journals (e.g. IEEE Journals, Sensor, American Society
for Engineering Education, CPSs journal). The research also includes reviewed
articles on CPSs and CPSs education (e.g. Chen, Mäkiö-Marusik, et al.; Liu, et al.,
Mourtzis, et al., Sadiku, et al.).
68 T. B. LIEU TRAN ET AL.

3. State of the art of CPSs domain

3.1. Cyber-physical systems and application in industry
CPSs are combinations of physical components, objects and cross-cutting
systems with embedded computing systems, Internet of Things (IoT), artificial
intelligence (AI) and the storage and processing of big data, which produce
autonomous, intelligent, connected and collaborative products [4,10,11].
Infosys [12], Törngren & Grogan [11], and Törngren, et al [13] have indicated
that all these elements (cyber and physical, big data, IoT, and AI) are inter-
active, interdependent and support each other in intelligent machines and
CPSs. As we can see in Figure 1, IoT, big data, AI are the most important
elements of CPSs that connect the cyber world to the physical world and allow
CPSs to perform securely, in real time, autonomously, reliably and interactively.
This is done across cyber, real world, and human interaction. The physical
world of an industry supplies data for the cyber world and connects to it
through IoT and operates smartly via AI devices. Combined with information,
the interactions between the cyber world, the physical world, and human
world are important in CPSs [7,11]. The various descriptions of CPSs structure
can be found in different literature [14–16]. We describe key CPSs elements,
structure and application in Figure 1.
CPSs make the 4IR distinguished from previous industrial revolutions as
there are now connections between the physical and digital world that enable
the automation of knowledge. Due to IoTs, smart devices and big data, there
are more interactions among machines and machines and human, that has
caused the decentralization of decision making, but yields great complexity for
CPS design and operation. It is important to note that CPSs application will be
different in different fields and across the various features of a given
organization.

Cyber world: cyber space, Industrial

knowledge, information, cyber-
cyber, physical elements with human and

fields:
Systems connections and interactions of

social world, cloud

manufacturing,
transportation,
IoT, Big Data, AI health,
education,
defense,
agriculture,
information

Physical world: smart devices, foods,

sensors, actuators, computers, architecture,
physical assets, customers, software,
embedded systems business, etc.

Figure 1. Cyber-physical systems key elements, structure, safety and application in industrial
fields (authors’ resource).
 CYBER-PHYSICAL SYSTEMS 69

Recently more studies on CPSs for different industries have been conducted
that provide a better understanding of CPSs application in each specific
industry [10,17]. Specific physical devices and data of each industrial field
determine the characteristics of the CPSs of this field. For example, Nithya,
et al. [18], provide a distinctive definition for Medical Cyber Physical Systems as
‘an interconnection of medical devices and intelligent systems which helps in
treatment of patients and to provide them a high availability at critical situa-
tions’ (p.2076). The authors identified unique applications of CPSs in the
medical field (e.g. Infusion Pump, DOA Monitoring). The medical architecture
elements for a hospital CPSs involve controlled elements for the controlled
environment of an intensive care unit. CPSs in medicine require medical data
of patients, IoTs to communicate among medical staff, doctors and patients
and medical devices and smart machines to take medical tasks [10,18,19].
By contrast, farming CPSs involve smart IoT sensor systems, drones for
gathering field data (soil moisture, temperature, water level, fertilization),
plant data; aerial machines for remote controlling; real time control services,
networking and communication between different machines, integrated in
multi-causal decision-making systems; autonomous machines, robots and
other learning machines for agricultural tasks and management, etc [10,17,20].
Manufacturing is that area most likely to be impacted by automation and
CPSs. Highlighting another area with extensive potential for CPSs application,
Juhás & Molnár [14],describe five components of CPSs in manufacturing:
conversation, cyber, cognition, configuration and connection. These authors
emphasize a real-time, virtual simulation, augmented operation in managing
smart factories and 3D printing in production process.
Mourtzis, et al. [21], state that CPSs together with other systems and users can
create a 4IR ecosystem, allowing learners working in groups to implement indus-
trial tasks in teaching factories. Santos, et al. [22], propose a framework for an
Educational Cyber Physical Systems and Mourtzis, et al. [21], propose a smart
teaching factory. In this smart teaching factory, physical and virtual learning
environments are connected, whereby the learners can practice designing and
manufacturing a real industrial product in either virtual or augmented reality
environments, applying 3D printing and computer software to aid in the learning.
In the renewable energy sector, CPSs smart grids are composed of power
devices with cyber components in which sensors monitor and control the grid
providing better reliability and energy efficiency [17,23,24]. Researchers discuss
similar application of CPSs for the transportation industry [25,26]. Zeng, et al.
[27], discuss a CPSs model for electromechanics.
Despite the benefits that CPSs offer to industry, the combination of CPSs
elements and interactions among physical-cyber worlds and humans make
CPSs complex, creating challenges for CPSs architecture and management, for
education and other specific industrial fields [4,11,18,22,26,28–30]. These
70 T. B. LIEU TRAN ET AL.

challenges should be considered in the training of future engineers so that

they are able to design effective industrial CPSs.
This early research on CPSs across different industries highlights the com-
monalities across industries of needing foundations of physical, cyber compo-
nents connected by IoT and operated by AI devices to be applied effectively.
The physical components and information of a particular industry create
distinct CPSs for a specific industrial field. Industry’s unique needs require
higher education to develop curricula for educating effective CPSs engineers.

3.2. CPSs engineering competencies and educational perspectives

There are considerably different demands in human engineers also need inter-
disciplinary knowledge. Researchers have worked to identify the skill sets
needed for CPSs engineers. Based on a large literature review and a survey as
well as practical demands of industries using CPSs engineers, Mäkiö-Marusik [4],
and Mäkiö-Marusik, et al. [5], identify three areas of CPSs engineering compe-
tencies: 1) CPSs foundations; 2) Non-functional CPSs characteristics of CPSs,
engineering, business, social and humanities knowledge and skills and, 3) per-
sonal traits and attitudes that are needed by industry and academia and that
CPSs education should address. Details of these competencies were discussed in
different research works. Monnappa [31], National Academies of Sciences,
Engineering, and Medicine [7], Törngren and Grogan [11], and Törngren, et al.
[2], emphasize that CPSs engineering requires a new complex set of skills in
synergizing computational and physical components to differentiate themselves
from experts in the fields of computer science, control, and communication;
knowledge and skills for designing and managing complex CPSs; and applying
interdisciplinary knowledge and collaborating with experts to develop intelli-
gent, autonomous, and highly effective systems in a safe and secure environ-
ment for different industries. The following foundational knowledge necessary
for educating a CPSs-ready workforce are listed: [6] The US 7, pp. 4–5]:

(i) Basic computer concepts including programming, embedded hardware,

data structures, automation theory, and software engineering;
(ii) Computing for the physical world: including understanding the properties
of the physical world, embedded systems in real time, and computer
resource constraints such as electricity and memory size;
(iii) Discrete and continuous mathematics: calculus, differential equations,
probability and stochastic processes, and linear algebra.
(iv) Cross-cutting application of sensing, actuation, control, communication,
and computing reflecting the central role of interactions between physical
and cyber aspects and the reliance on control over communication net-
works, sensing, signal processing, and actuation with real-time constraints.
 CYBER-PHYSICAL SYSTEMS 71

(v) Modeling of heterogeneous and dynamic systems integrating control, comput-

ing, and communication, with emphasis on uncertainty and system hetero-
geneity, including such techniques as linear and nonlinear models, stochastic
models, discrete-event and hybrid models, and associated design methodolo-
gies based on optimization, probability theory, and dynamic programming.
(vi) CPSs system development, especially for safety-critical, high confidence,
and resilient systems, requires a life-cycle view from initial requirements to
testing, certification and in-service use, including formal verification and
validation procedures and adaptable designs that can accommodate
system evolution.

Besides CPSs foundation, they should possess knowledge and skills in IoT, big
data, robotics and AI [2,12,33]. They should be able to design and operate CPSs
for intelligent, smart cities, manufacturing, grid, traffic, health systems and edu-
cation. Crawley, et. al [34], suggest engineers should be expertise in one area and
have broad interdisciplinary knowledge across other industries. In line with these
findings, Laird and Bowen [35], suggest software engineers should have all the
competencies of both computer engineering and software engineering, deep
knowledge of CPSs and IoT with minimum knowledge of data analytics, network-
ing, or embedded systems. Törngren, et al. [2,33] state that, since CPSs is
a transdisciplinary field and no anyone can be an expert in all industrial fields,
a CPSs engineer should be able to cooperate with engineers from different fields
in his work. Therefore, they emphasize the importance of collaboration and
specific industrial competencies of a CPSs engineer. Besides, engineers need to
have communication and project management skills, creativity and entrepre-
neurship spirit. The authors [2,7,31] recommend finding a suitable balance in
a system and disciplinary perspective for this specific expertise.
This review of literature highlights that CPSs require a new engineering
curriculum different from what has traditionally been taught and
a collaboration of experts from different disciplines [2,7]. Stankovic, et al. [6],
recommend that new instruction materials, testbeds, labs are needed for CPSs
training to keep pace with technological change. Remote labs and robot
assistants for online CPSs courses should be embraced as teaching tools in
higher education for engineers [8]. Törngren, at al [2], recommend ‘educational
renewal’ in the era of CPSs education. The authors suggest balancing theory
and practice in CPSs engineering education, and balancing outcomes of
industrial and general competencies for engineers.

4. Trends in preparing CPSs engineers

CPSs engineering preparation approaches vary across universities. Universities
are changing their structure and teaching programs to train CPSs engineers.
The following changes are found:
72 T. B. LIEU TRAN ET AL.

4.1. Establishing CPSs centers, labs or CPSs teams to gather different

discipline experts for CPSs training and research
To prepare 4IR-ready graduates many universities have set up various CPSs-
focused centers, labs or CPSs teams. These centers and labs integrate CPSs
research and training, create new CPSs research and training programs, gather
experts from different disciplines to work together. Results from Google search
for “Center for Cyber Physical Systems” showed the highest prevalence of
relevant curricula was in the USA with 27 CPSs centers, nearly double of the
state in European countries (UK, Germany, Austria) with 15 centers. There were
considerably fewer in Asia despite the much larger populations: two in India,
one in China and another in South Korea. Two Canadian universities have also
established centers for CPSs. Africa had none (Table 2).
The Indian government plans to set up 25 CPSs centers across the country
over the next seven years.1 CPSs teams and labs were popular in the USA and
many European countries (Germany, Norway, Sweden, UK).
Other CPSs focus research and training centers under different names have
been established in different countries like the KTH Innovative Centre for
Embedded Systems (ICES), School of Industrial Engineering and Management
in Stockholm, Sweden.2

4.2. CPSs training focus in developed economics, but absence in developing

countries

There is a rise of CPSs programs in developed economics but attention is

lacking in emerging economies (Appendix 1). For example, in the USA a new
policy is in place for the training of new CPSs occupations starting from the
pre-school years through to the university level, called “21st Century Cyber-
Physical Systems Education” [7]. Despite these commitments, McDermott, et al.
[36], concluded that there is a lack of opportunities for students to learn about
CPSs and computer security.
Similar to the United States, European countries were also heavily com-
mitted to developing and offering such programs/courses. Other countries had
smaller scale efforts in place. CPSs application and CPSs competency develop-
ment is lacking in developing and emerging countries. In Vietnam, the result of
140 reviewed university programs had an IT department, of which 41% (57/
140) of universities curricula had contained separate Industry 4.0 technologies,
such as IoT or big data or AI, but without a specific CPSs component course. In

Table 2. Number of centers for CPSs in universities by country (Google

search source).
USA European Union Asia Africa Others
27 15 4 none 2 (Ca)
 CYBER-PHYSICAL SYSTEMS 73

South African universities, Sackey and Bester [37], identified a lack of CPSs in
industrial engineering education. In Malaysia there is no CPSs course or
program either and CPSs are not in focus of the new higher education 4.0
strategies [38]. However, in 2019 Malaysian universities will introduce CPSs
courses for undergraduate engineers provided by Monash University
(Australia).3 The changes are underway, but much more needs to happen if
emerging economies and lower-income groups around the world are going to
have access to higher paying jobs in the automation economy.

4.3. Focusing more on CPSs training at the doctoral level and for a specific
industrial field beyond the CPSs foundation at all levels

At the university level, CPSs programs were identified for bachelor, master,
doctoral degrees and CPSs certificates (Appendices 1 and 2) with a focus on
preparing CPSs human resources for teaching and research, and for specific
industrial areas.

4.3.1. CPSs research and teaching staff preparation focused at doctoral level
Developed countries have focused on preparing human resources at the
doctoral level for CPSs researching, teaching in universities and working in
industry 4.0-focused corporations. At this level, preparation was focused more
on specific industries and went in depth in CPSs specifics. For example, the
School of Computer Science at the University College Dublin, Ireland provided
CPSs in Forensic; Linnaeus University in Sweden offered CPSs cyber security for
smart power; and several UK-based universities offered CPSs in intelligent
applications through projects. Singapore Management University incorporated
a mobile systems & CPSs course in their PhD in information systems (Appendix
1). A deep CPSs aspect was trained in PhD program for the Dependable Cyber
Physical Systems at a cconsortium of European universities.4 In this set up, five
universities from Germany, Poland, Estonia and the Czech Republic work
together and collaborated with key industrial partners (EADS-Astrium GmbH
in Bremen, Infineon Technologies AG and Intel Mobile Communications GmbH
in Munich in Germany) to develop the Dependable Cyber Physical Systems
program. Each university had its own PhD program for the Dependable CPSs,
but they had a jointly organized program of tutorials, seminars and workshops
for students on comprehensive overview on design and test technology for
dependable hardware/software systems. The approach allows for the neces-
sary interdisciplinary coverage to effectively understand CPSs. This is an inter-
esting way for higher education institutions to collaborate with the private
sector to develop human capacity in CPSs while leveraging scale. Given the
demands in upskilling for the digital transformation, we anticipate more
collaborative programs such as this emerging in the future.
74 T. B. LIEU TRAN ET AL.

However, some other doctoral programs only provide CPSs foundational

education, but nonetheless indicate increased interest in this important area.
In Portugal, there was a PhD in Networked Interactive CPSs5 offered at Madeira
Interactive Technologies Institute, University of Madeira. This PhD program was
focused on theory, practical and research studies for students. It composed of
one year of theoretical courses and three years of research. Students learned
about computation, sensing, decision making, and control capabilities in small
nodes with networking capabilities, acquiring and sharing data, and acting on
the environment by controlling the operation of local robotic devices or
interacting with human beings. Students worked in interdisciplinary teams
with an industry sponsor to produce a working prototype that serves as
a proof of concept of a novel service or product idea.
In Norway, at the University of Oslo6 there was a seminar offered on the
state-of-the-art understandings in CPSs. In this program CPSs and computing
were covered and this included architectural and infrastructural principles;
wireless sensor networks: architectures, protocols and techniques; radio fre-
quency identification key components and systems (RFID); IoT for pervasive
computing. Specific seminar topics included: routing in wireless sensor net-
works; medium access control in wireless sensor networks; localization in
wireless/mobile sensor networks; data aggregation and fusion in wireless
sensor networks; clustering schemes in wireless sensor networks; anti-
collision mechanisms and medium access protocols in RFID systems; interplay
sensing and actuators in CPSs; Context aware emerging applications and
services in IoT. Graduates would be trained to collaborate with researchers
from different disciplines, design technology solutions for real-world problems
and applications, and produce top-rated academic publications.
Such programs are important for the development of future teachers and
researchers in the field of CPSs. Without training and development at the
research level, industry will not be able to find the necessary human capital
to take advantage of the 4IR.

4.3.2. The rise of CPSs training for specific industry areas

This research demonstrates an emerging though nascent prevalence of CPSs-
relevant curriculum for specific industry needs. This trend is more clearly
observed in master and doctoral degrees. At the doctoral degree level several
programs were listed above. At the master degree level we identified the CPSs
for Mechatronics at Deggendorf Institute of Technology, Germany. And at
Credit level: CPSs in Manufacturing (6 credits) for doctoral students was
provided by the Royal Institute of Technology, in Sweden. We also identified
a course on the CPSs approach to Construction (3 credits) at Western Michigan
University, in the USA and CPSs for Industrial Informatics, and CPSs for auto-
mation and robotics being offered at TU Dortmund, Germany (Appendix 1).
 CYBER-PHYSICAL SYSTEMS 75

These are all new programs launched as 4IR forces digital transformations
across industries.
The efforts to develop industry specific training in CPSs are reflected in an
emerging literature on these issues. Fass, and Gechter [39], talked about Bio-
Cyber Physical Systems Modelling, which is grounded on theoretical biology,
physics and computer sciences and based on the key concept of human
systems integrations. Atkins and Bradley [40], discussed Aerospace Cyber-
Physical Systems Education. Khargonekar [41], suggested and piloted
a special course for smart grids with a focus on CPSs, with power-related,
renewable energy, smart grids, and engineering curriculum. CPSs courses were
included in the Software Engineering Undergraduate Program at the Stevens
Institute of Technology at Hoboken [35], and in the Masters degree in
Embedded & Cyber-Physical Systems for Engineering and Computer Science
disciplines at the University of California Irvine in America [42].

4.3.3. Providing CPSs foundational knowledge for application across

industries
Aligning with the CPSs education guidelines provided by Stankovic, et al [6].,and
The US National Academies of Sciences, Engineering, and Medicine [7], American,
European, Singaporean, and Russian universities, Monash University in Australia,
National Chung Cheng University in Taiwan, and Nara Institute of Science and
Technology at the Japan National University have developed curricula that pro-
vide foundational CPSs content for engineers to apply in different industries at the
engineering undergraduate and master levels (Appendix 1). In these programs,
CPSs credits are emphasized, and combined with selective courses that transfer
knowledge of different industries in an interdisciplinary fashion.
For example, the Vanderbilt School of Engineering in the United States
has developed the masters level CPSs Curriculum Plan.7 Here the requisite
curriculum included: CPSs foundations; CPSs Engineering and CPSs
Applications; Project Management and Leadership and a Capstone Project.
This was combined with a variety of training in data, real time, embedded
and cyber-systems, networks, control systems, robotics and selected mod-
ules in different industries such as Transportation or Biomedical
Engineering. With CPSs core modules and these selected modules in differ-
ent industrial fields, students could obtain competencies in CPSs and apply
them in the field they would work for in the future. Also in the US, the
bachelor degree “CPSs Engineering”8 at the College of Computing and
Digital Media, at DePaul University, in Chicago aimed to educate students
the skills in managing electric grids and other infrastructures, home utilities
and appliances, robots, autonomous vehicles, environmental sensor net-
works, traffic control, smart toys, and communicate with IoT systems.
Seven core CPSs courses with theory, experiment and practice were empha-
sized. These courses were Networking for CPSs; CPSs security; CPSs
76 T. B. LIEU TRAN ET AL.

engineering (three semesters); foundations of cyber-physical computing;

CPSs engineering practicum I (experiential learning); CPSs engineering prac-
ticum II (capstone).
Similarly, in France a master program is offered in Cyber Physical Social
Systems (CPSs2) at the Lyon University9 focused on equipping students with
skills in designing and developing CPSs for smart cities or smart transport
systems. Graduates were to become experts in socio-technical systems or
experts functional consultants, or project managers in applications such as
health, transport, energy and environment. The curriculum consisted of
courses providing theoretical training (AI, multi-agent systems, operational
research and graph theory, computability and complexity, semantic web),
specialty in CPSs technical training, including: social, cyber and physical knowl-
edge and skills and professional application through CPSs projects (Ambient
Intelligence, smart cities, smart grid, intelligent transportation system, and
research and innovation). At the Tallinn University of Technology in Estonia,
bachelor CPSs Engineering10 was offered that developed CPSs competencies
for engineers working in environmental protection, energy spare, transport,
mobile and smart technologies, defense technologies, and security. The curri-
culum provided 27 credits on CPSs and 17 credits on Sensors and
Mechatronics besides other courses.
Besides providing CPSs foundational education, many universities
embedded a CPSs foundation module/course in existing programs or pro-
vided new credit bearing certificates at all levels. In the US such embedded
CPSs courses were listed by the National Academies of Sciences,
Engineering, and Medicine [36, p.37). These can also be reviewed in
Appendix A of the Technical Report ‘Human Capital Development –
Resilient Cyber Physical Systems’ [7]. We have listed some additional exam-
ples in appendix 1, such as: CPSs course included in an MSc program in
Embedded Systems of the Nanyang Technology University in Singapore; in
the master program of Embedded Systems at KTH ICES; in the master
program at the University of Technology, Eindhoven or as part of the
bachelor engineering (Mechatronics, Electrical, Electrical and Computing,
and Software), and the bachelor of IT (Computer systems and network
major) and bachelor Computer Science at the University of Queensland,
Australia. All of the examples highlight the increasing trend of higher
education to tack on additional learning opportunities in this space of
CPSs expertise.

4.4. Combining CPSs competencies with general competencies

We identify an increasing awareness of importance for social skills in an age of
artificial intelligence. For example, innovation and entrepreneurship were the
focus in the CPSs engineering programs in the master program, Cyber Physical
 CYBER-PHYSICAL SYSTEMS 77

Social Systems program (CPSs2) at Lyon University in France. And particularly

interdisciplinary engineering program of note is the bachelor degree “CPSs
Engineering” at the College of Computing and Digital Media, at DePaul
University, in Chicago, USA. This program offered a hybrid of liberal arts studies
with computer science, focusing on developing creativity and innovation in
CPSs applications. A final example comes from the KTH Innovative Centre for
Embedded Systems School of Industrial Engineering and Management (ICES)
in Stockholm, Sweden. This school offered an extended Embedded Systems
masters program (as a subset of CPSs) with innovation and entrepreneurship
courses.11 The demand for competencies that go beyond hard skills will likely
continue to influence way in which CPSs curricula is developed and
implemented.

4.5. Virtualizing CPSs training

As with other academic areas, there is now a push to put CPSs content online.
Jensen et al [9], have proposed to bring CPSs education online and the other
authors have suggested creating smart factory, remote physical labs, platform
with virtual simulations, interactions and robot assistants for leaners to imple-
ment their CPSs projects and experiments [8,9,21,43,44]. In fact, several CPSs
training opportunities via online courses are provided by Coursera, Udacity,
and EdX and MOOCs with CPSs foundational training at the master level, or via
short course (Appendix 2). This is an emerging area that is ripe for future
research, particularly in the area of efficacy and quality.

5. Discussion and suggestion

5.1. Discussion
This review of CPSs education illustrates that preparation for 4IR in higher
education translates into an investment in CPSs training and the integration of
CPSs-focused skills across disciplines and curricula. The USA, Europe and
several other countries focus on CPSs training by establishing research centers,
CPSs labs and teams that combine CPSs education, research and testing. This
approach integrates experts from different fields to work together. This allows
industry to invest, and for financial investments by higher education institu-
tions to be paid back once inventions are brought to market. Janssen, et al.
(45), Jeschke [46], suggests that, a dynamic, multi-disciplinary education
focused on workforce development for continuing innovation through multi-
department CPSs degrees is the ideal outcome for the 4IR preparation in
engineering.
CPSs education is offered at different levels, from bachelors, masters, PhD
and adult lifelong learning. The international CPSs curriculum already
78 T. B. LIEU TRAN ET AL.

developed promises good initial resource preparation for CPSs-relevant indus-

tries in some countries. All engineering degrees that aim to equip students
with CPSs knowledge for their jobs in different industrial fields are necessary as
Stankovic, et al [6], state. Preparation for CPSs-trained graduates varied. New
CPSs programs are identified in this study, as well as newly embedded CPSs
courses that are supplementally added to existing engineering curricula or
CPSs certifications at undergraduate, master and doctoral levels. Some of the
programs reviewed were designed with intention to equip students with CPSs
foundational knowledge to work in different fields, including energy, robotics,
automobiles, health, machine learning, environment, and smart cities, etc. In
this case, students should learn deep knowledge and skills of the CPSs profes-
sion and have to work in collaboration with experts in other fields to apply
CPSs in different industrial fields. The program structures were different among
CPSs foundation programs reviewed. The content remained varied. Embedded
and Intelligent Systems Program for M.Sc, at the Halmstad University in
Sweden emphasized deep knowledge in AI; the Internet-of-Things and CPSs
master curriculum at the National Chung Cheng University in Taiwan and
Master Embedded Systems program at the KTH Innovative Centre for
Embedded Systems (ICES), and the School of Industrial Engineering and
Management in Stockholm, Sweden focused on the IoT. Both Master program
of Embedded and Intelligent Systems at Halmstad University and Master
Embedded Systems program of ICES (Sweden) focused was on embedded
systems. Both PhD programs of the University of Madeira and Oslo University
emphasized CPSs. While CPSs were only a course in the PhD program at
Singapore Management University and at the College of Engineering, Wayne
State University, USA.
The above studies of CPSs in different industries emphasize the importance
of CPSs in specific industrial areas. There is an increasing intention of devel-
oping CPSs engineers for a specific industry within 4IR at the master, doctoral
and certificate levels. However, CPSs education of specific industries is nascent,
courses and programs of CPSs for specific industry needs have not developed
as a practical requirement yet. CPSs training for specific industrial areas is very
important as how CPSs are used in specific industries is distinct and because
demand is increasing for CPSs engineers with particular industry expertise. It is
recommended that engineers should be experts in one particular industrial
field while knowing well the other industrial and social economic areas [34].
Therefore, developing CPSs competencies of a specific industrial area and
equipping students with interdisciplinary knowledge is necessary so that
they can become effective CPSs engineers in a particular branch of industry.
Li and Cheng [47], draw conclusions from practical engineering success,
explaining that for innovation, engineers need creative ideas and the arts are
input for the creative ideas, therefore art and engineering should go in hand
together. Aoun [48], argues that entrepreneurship is an essential skill for the
 CYBER-PHYSICAL SYSTEMS 79

4IR. Some programs reviewed were interdisciplinary and offer opportunities in

this skill set area. We identified such efforts at the College of Computing and
Digital Media, at DePaul University. There the liberal arts were combined with
computer sciences, mathematics and CPSs to develop creative, entrepreneurial
engineers. However, the combination between arts and CPSs is not a popular
trend for most CPSs curricula when compared to many other technical dis-
ciplines [5]. Mäkiö-Marusik [4],indicated that CPSs curricula and courses do not
properly develop the CPSs engineering competencies needed, especially social
and human competencies related to CPSs. Therefore, she suggests leaders
developing the teaching concepts to fill the gaps for specific industries related
to CPSs engineers and overcome the existing gaps in CPSs workforce qualifica-
tions. The demands of 4IR will require more creative engineers in different
industrial fields and in the CPSs space. These are gaps that can be filled with
the right curricula and pedagogy.
The lack of CPSs curricula, teaching and research staff at the doctoral level
and equipment for practicing lead to difficulties in developing CPSs engineers
[4,6,7,36]. The PhD programs reviewed have already adapted to deep CPSs
systems curricula and focused on developing research competence for students
in CPS for specific industries, with the intention of developing experts who
would teach CPSs courses in academic institutions or work in CPSs-relevant
industries. But their numbers are small for now. There was a joint activity
among universities and industrial partners in Europe in providing CPSs programs
at the master and PhD levels to deal with CPSs complexity. The UK universities
provided CPSs projects for PhD students, a pedagogical approach best suited to
develop doctoral student research competencies. Collaboration between indus-
try and higher education institutions is likely to increase as employers seek
industry-specific expertise that is entrepreneurial and creative. The research
found little attention paid to training in CPSs security. This lack of CPSs security
training is also mentioned by McDermott, et al. [36].
This research also illustrates some of the challenges emerging economies face
in the development of CPSs curriculum. Real CPSs curriculum does not yet exist in
Vietnam, in Malaysia or in South Africa for example. However, as the World
Economic Forum (WEF) stated in 2018 report, every country has an opportunity
to become a leader in the 4IR by preparing for the advantages of new and existing
technologies for their country [49]. Investments in higher education for CPSs will
be a key to economic success of countries around the world, and industry has an
essential role to play in both financial support and ideational guidance, and not
least because of the importance of industry-specific hard skills.

5.2. Suggestion
We suggest eight recommendations for developing appropriate CPSs expertise
for the future of work. These include the following:
80 T. B. LIEU TRAN ET AL.

(i) Reorganizing university structure for collaboration and innovation in

CPSs training and research.
(ii) Currently, the emphasis on CPSs in higher education remains founda-
tional to engineering. There is less coverage of specific industry needs.
Therefore, more emphasis on industry specialization is needed in CPSs
curricula going forward.
(iii) CPSs-relevant courses should be provided for all fields because of the
wide-spread societal CPSs impacts emerging from the 4IR. All students
should be exposed to the new processes emerging and should be in
collaborative conversations with CPSs engineering professionals.
(iv) CPSs education needs to focus more on equipping CPSs engineers
with innovation and entrepreneurial competencies in order to make
them successful innovators in CPSs industries and in operating CPSs
with ethical benefits.
(v) CPSs security should be taught to develop and manage a secure
internet for users and manufacturers.
(vi) Project based learning is the best way to develop practical and social
skills. Therefore, project based learning should implemented for CPSs
training in both physical and virtual learning environments.
(vii) Offer more CPSs training online with robot assistance, remote labs
for experiments; virtual simulation and cooperation among leaners
for lifelong learning, in order to upskill the existing engineering
workforce.
(viii) For emerging economies, it is especially important to adopt or develop
CPSs curricula. A greater emphasis should be placed on cooperation
with other universities outside the home country to better develop an
education ecosystem of knowledge and expertise around CPSs and
4IR-relevant curricula and in training 4IR-CPSs ready graduates.
Supplement CPSs education and training should be pursued through
industry-academic partnerships, internships, and online, post-graduate
continuing education. There is still much work to be done to prepare
CPSs engineers for the emerging 4IR economy.

In general there is a need for ‘educational renewal’ in the era of CPSs

education.

6 Conclusions
We have identified five key trends emerging around cyber-physcial systems
higher education. The five trends identified include: (1) establishing CPSs
centers, labs and teams for CPSs research and training under umbrellas of
experts from different disciplines; (2) CPSs training and education is more
available in developed economies, and there is a notable absence in
 CYBER-PHYSICAL SYSTEMS 81

developing countries; (3) a rise in CPSs training at the doctoral level and for
specific industrial areas beyond providing the CPSs foundations at all levels (4)
programs are combining CPSs competencies with general competencies; and,
(5) there is an emergence of virtualizing Cyber-Physical Systems training.
Together these trends provide a broader understanding of how CPSs
training is emerging in the 4IR for the future of work and the efforts of
universities in meeting the demands in CPSs human resources. Articles on
CPSs-relevant higher education are rare, thus this article makes a substantial
contribution in identifying trends in CPSs workforce preparation. The
research contributes knowledge on CPSs and their application in specific
industries, while identifying advantages and challenges for CSPs expertise
development in different countries. It found that, reorganizing university
structure for collaboration and innovation in CPS training and research is
essential. Most importantly, this research identifies the need for training in
specific industrial areas of CPSs. There continues to be a gap between
demand and supply of properly prepared CPSs workforce at the doctoral
level. This gap needs to be address for both university and industry needs,
especially for talent that combines CPSs competencies with cooperative,
creativity and entrepreneurial competencies that can realise innovations
related CPSs. We also identify an emerging trend in online education related
CPSs which is important for upskilling adults, and the massification of
learning in CPSs to meet 4IR workforce requirements. This paper provides
a useful perspective for those seeking to build new CPSs programs by
providing eights suggestions for improving CPSs education and presenting
the literature on current best practice in CPSs-based curriculum, highlighting
existing programs that are taking steps in the right direction.

Notes
1. https://www.thehindubusinessline.com/news/25-cyber-physical-systems-to-be-set-up
-over-7-years/article24513924.ece.
2. http://www.ices.kth.se/.
3. http://www.monash.edu/pubs/2019handbooks/units/TRC3500.html.
4. http://www.iele.polsl.pl/~pawlak/DCPSS/index-DCPSS.htm.
5. https://www.m-iti.org/netsys.
6. http://www.uio.no/studier/emner/matnat/ifi/INF9910CPSS/#learning-outcomes.
7. https://engineering.vanderbilt.edu/academics/m_eng/CPS/courses.php .
8. https://www.depaul.edu/university-catalog/degree-requirements/undergraduate/
cdm/cyber-physical-systems-engineering-bs/Pages/default.aspx.
9. https://www.emse.fr/~picard/cours/CPS2/.
10. https://www.ttu.ee/public/t/tartu-kolledz/eng/NDFR1415_-_Kuberfuusikaline_sustee
mitehnika.pdf.
11. https://www.kth.se/en/studies/master/embedded-systems/description-1.70455.
12. https://www.cdm.depaul.edu/academics/Pages/BS-in-Cyber-Physical-Systems-
Engineering.aspx.
82 T. B. LIEU TRAN ET AL.

13. https://www.ttu.ee/public/t/tartu-kolledz/eng/NDFR1415_-_Kuberfuusikaline_sustee
mitehnika.pdf.
14. http://www.monash.edu/pubs/2019handbooks/units/TRC4200.html.
15. https://engineering.vanderbilt.edu/academics/m_eng/CPS/courses.php.
16. https://senate.universityofcalifornia.edu/_files/reports/JC-AD-UCI-MECPS.pdf.
17. https://www.colorado.edu/ecee/graduate-program/degrees/embedded-systems.
18. https://eu.daad.de/deutschland/studienangebote/international-programmes/en/
detail/5378/#overview.
19. https://www.mines-stetienne.fr/~picard/cours/cps2/.
20. http://www.mastersportal.eu/studies/22785/embedded-and-intelligent-systems.
html#content:description.
21. https://www.kth.se/en/studies/master/embedded-systems/description-1.70455.
22. https://www.tue.nl/en/research/research-groups/control-systems-technology
/impacts/cyber-physical-systems-and-systems-engineering/.
23. ttps://educationguide.tue.nl/programs/graduate-school/masters-programs
/embedded-systems/curriculum/cyber-physical-systems-stream/.
24. https://www.hse.ru/en/ma/internet/about.
25. https://www.daad.de/deutschland/studienangebote/international-programmes/en/
detail/4775/ .
26. https://www.informaticamagistrale.unifi.it/vp-153-curriculum-cyber-physical-systems.
html?newlang=eng .
27. http://en.ifmo.ru/en/viewjep/2/69/Control_of_Cyber-Physical_Systems.htm.
28. https://www.usi.ch/en/node/1151.
29. http://scse.ntu.edu.sg/Programmes/CurrentStudents/Graduate/Pages/msc-
embeddedsystems.aspx.
30. https://www.cs.ccu.edu.tw/static/document/en/IoT&CPS.docx.
31. http://www.naist.jp/en/education_research/science_technology/education_pro
grams/ic.html.
32. ttps://engineering.wayne.edu/ece/programs/phd-curriculum.php#mnd.
33. https://www.m-iti.org/netsys.
34. http://netsys.larsys.pt/.
35. https://www.ias.tum.de/en/research-areas/control-theory-systems-engineering-and-
robotics/networked-cyber-physical-systems-netcyphy/.
36. http://www.uio.no/studier/emner/matnat/ifi/INF9910CPS/#learning-outcomes.
37. https://www.cs.ucd.ie/phd_studentship_2017/.
38. http://www.iele.polsl.pl/~pawlak/DCPS/index-DCPS.htm.
39. https://lnu.se/en/meet-linnaeus-university/work-at-the-university/?rmpage=job&rm
job=3548&rmlang=UK.
40. https://www.tudelft.nl/en/ide/about-ide/departments/design-engineering/research-
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41. https://www.findaphd.com/phds/project/data-analytics-framework-using-cyber-
physical-system-cps-approach-for-industrial-iot-devices/?p99775.
42. https://www.findaphd.com/phds/project/security-testing-for-cyber-physical-systems/?
p104792.
43. https://www.findaphd.com/phds/project/data-analytics-framework-using-cyber-
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44. https://cecs.anu.edu.au/current-students/phd-opportunities-cyber-physical-systems-0.
45. https://graduatestudies.smu.edu.sg/phd/singapore-management-university-smu-phd-
information-systemstechnology-and-management-research.
 CYBER-PHYSICAL SYSTEMS 83

46. http://www.naist.jp/en/education_research/science_technology/education_pro
grams/ic.html .
47. https://www.isu.edu/cyberphysicalsecurity/.
48. https://www.wichita.edu/research/netcpsreu/.
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system/.
50. http://catalog.wmich.edu/preview_course_nopop.php?catoid=23&coid=63052.
51. https://www.ece.ufl.edu/sites/default/files/pictures/6935%20Cyber%20Phy%20Sys%
20Sp%2012.pdf.
52. http://catalog.k-state.edu/preview_program.php?catoid=2&poid=232.
53. https://ece.usu.edu/students/graduate/courses/5930_principles_cyber_physical_
systems.
54. http://coen.boisestate.edu/cps2/undergraduate-cyber-physical-systems-security-
certificate/.
55. http://www.p2030graduateschool.se/Homepage/Download-File/f/1077623/h/
cf4723918c99f090ac886c888a270e65/P04+Syllabus.
56. http://www.aaa.tu-dortmund.de/cms/en/International_Students/International_
Summer_Program__ISP_/Medienpool/Course-Catalogue2018_Preliminary.pdf.
57. https://www.academy.rwth-aachen.de/files/rwth/bilder/ISP/Certificates/PDF-Brosch%
C3%BCre_Ind4.0.pdf.
58. https://nettiopsu.utu.fi/opas/opintojakso.htm?rid=19114&idx=7&uiLang=en&lang=
en&lvv=2015.
59. https://www.omscs.gatech.edu/cs-8803-special-topics-cyber-physical-systems.
60. https://www.cs.utexas.edu/courses/378-introduction-cyberphysical-systems.
61. https://www.mccormick.northwestern.edu/eecs/courses/descriptions/395-495-48.
html.
62. https://bulletins.iu.edu/iub/soic/2018-2019/undergraduate/degree-programs/bs-
intellgient-systems-engineering/computer-engineering-cyber-physical-systems.shtml.
63. https://science.iit.edu/sites/science/files/elements/cs/courses/cs556.pdf.
64. https://www.tue.nl/en/education/graduate-school/master-systems-and-control/.
65. https://www.sdu.dk/en/uddannelse/kandidat/mekatronik/uddannelsens_opbygning/
cyberphysicalsystems.
66. http://kursplaner.gu.se/pdf/kurs/en/DIT615.
67. http://www.itee.uq.edu.au/research/cps-study
68. https://tum-asia.edu.sg/tum-asia-race-academy-masterclass-cyber-physical-systems-
design/
69. https://www.coursera.org/learn/cyber-physical-systems-1.
70. https://www.udacity.com/course/cyber-physical-systems-design-analysis–ud9876.
71. https://www.edx.org/course/cyber-physical-systems-uc-berkeleyx-eecs149-1x.
72. https://www.mooc-list.com/tags/cyber-physical-systems.
73. http://www.elo.iastate.edu/graduate-degrees/systems-engineering-masters-degree-
online/?gclid=Cj0KCQiA68bhBRCKARIsABYUGievkUoaSwWupiyTp4E9k1w_Qx6Y_Jh-
mMYRtVUFvyNvQjV7zYZmhUIaAkMiEALw_wcB.
74. https://www.elo.iastate.edu/graduate-certificates/embedded-systems-graduate-
certificate-online/

Disclosure statement
No potential conflict of interest was reported by the authors.
84 T. B. LIEU TRAN ET AL.

Funding
This work was supported by the Vietnam Ministry of Education and Training [KHGD/16-20.
DT007].

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Appendix 1. CPSs programs/courses in the USA, Europe, Australia and Asia

Countries Universities Program

Bachelor (3)
USA (1) 1.College of Computing and Digital Media, DePaul University, Chicago Cyber-Physical Systems Engineering12
Europe (1) 1.Tallin University of Technology, Estonia CPSs Engineering13
Australia (1) 1.Egineering Faculty, Monash University Engineering cyber-physical systems14
Asia (0) None
Master (17)
USA (3) 1. Vanderbilt School of Engineering Cyber-Physical Systems15
2. UC Irvine Embedded and Cyber-Physical Systems16
3. Electrical, Computer & Energy Engineering, University of Colorado Boulder Embedded Systems Engineering and the Internet of Things17
Europe (11) 1. Deggendorf Institute of Technology, Germany Mechatronic and Cyber-Physical Systems18
2. University of Lyon, France; Cyber physical systems and social systems19
3. Halmstad University, Sweden Embedded and Intelligent Systems Program20
4. KTH Innovative Centre for Embedded Systems (ICES), School of Industrial Embedded systems Masters program (as a subset of CPS) with innovation &
Engineering and Management in Stockholm, Sweden entrepreneurial courses21
5. University of Technology, Eindhoven, Netherlands Cyber-physical systems and systems engineering22
6. University of Technology, Eindhoven, Netherlands Master embedded program23
7. HES Tikhonov Moscow Institute of Electronics and Mathematics, Russia Internet of things and CPSs24
8. Hochschule Emden/Leer – University of Applied Sciences Industrial Informatics – Specialisation Industrial Cyber-Physical Systems25
9. Università degli Studi di Firenze, Italy Resilient and Secure Cyber Physical systems26
10. ITMO University, Russia Control CPSs27
11. Università della Svizzera italiana, Switzerland Cyber-Physical and Embedded Systems28 (No longer offered)
Australia (0) None
Asia (3) 1. Nanyang Technology University, Singapore Embedded Systems29
CYBER-PHYSICAL SYSTEMS

2. National Chung Cheng University, Taiwan Internet-of-Things and CPSs Curriculum30

3. Nara Institute of Science and Technology (NAIST), Japanese national university Intelligent Cyber-Physical Systems31
(Continued)
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(Continued).
Countries Universities Program
Doctoral (15)
USA (1) 1. College of Engineering, Wayne State University CPSs courses are interdisciplinary with other courses32
Europe (11) 1. Madeira Interactive Technologies Institute (M-ITI), University of Madeira, Networked Interactive CPSs33
Portugal
2. Institute For Systems and Robotics, Lisboa University, Portugal in partnership Networked Cyber physical systems34
with Carnegie Mellon University
3. Institute for Advanced Study (IAS) Networked Cyber-Physical Systems (NetCyPhy)35 (Project)
T. B. LIEU TRAN ET AL.

Technical University of Munich

4. Oslo University, Norway Seminar offered on the state-of-the-art understandings in CPSs36
5. School of Computer Science Engineering Forensic-Ready Cyber-Physical Systems37
University College Dublin, Ireland
6. Consortium of European universities (Brandenburg University of Technology Dependable Cyber Physical Systems38
Cottbus-Senftenberg, Germany, Technical University of Liberec, Czech Republic,
Poznan University of Technology, Poland, Silesian University of Technology,
Gliwice, Poland, Tallinn University of Technology, Estonia)
7. Linnaeus University, Sweden Cyber-physical systems and cyber-physical systems security, (target application domain
is smart power system)39
8. Delft University of Technology, Netherlands Cyber physical systems40
9. Manchester Metropolitan University, UK Self-configurable Cybersecurity Framework for use in Internet of Things (IoT) and Cyber
Physical Systems (CPS) (Project)41
10. University of Leicester, UK Security Testing for Cyber-Physical Systems42 (Project)
11. Manchester Metropolitan University, UK Data analytics Framework using Cyber Physical System (CPS) approach for industrial IoT
devices.43 (Project)
Australia (1) 1. Australian National University Design and analyse cyber-physical system44
Asia (2) 1. Singapore Management University, Singapore Information systems with CPS course45 (together with courses of data analytics and
machine learning, agents, decisions and optimization; analytics fusion: spatial and
temporal; socio-physical, data decision; software engineering; cyber security and
secure mobile systems; information systems economics and management;
computational social science and field-based experimentation.)
2. Nara Institute of Science and Technology (NAIST), Japanese national university Intelligent Cyber-Physical Systems46
(Continued)
(Continued).
Countries Universities Program
Other degrees (3)
USA (2) 1. Idaho State University Cyber-Physical Systems security47
Associates Degree in Cyber Physical Security (2 years)
Second Associates Degree in Cyber Physical Security (1 year)
Cyber-Physical Intermediate Technical Certificate (1 year)
2. Wichita University CPS Summer program for undergraduate48
Europe (1) 1. Information-oriented Control, Technische Universität München, Germany PostDoc position in control of cyber-physical system49
Credit courses (9)
USA (5) 1. Western Michigan University Cyber-Physical Systems (CPS) Approach to Construction (3 credits)50
2. Department of Electrical and Computer Engineering, College of Egineering, Cyber physical systems51
University of Florida
3. Kansas State University Real-time Embedded System Design Graduate Certificate52 (for different engineering
disciplines)
4. Department of Electrical and Computer Engineering, College of Egineering, Utah ECE 5930: ST: Principles of Cyber-Physical Systems53
State University
5. Boise State University, Idaho undergraduate cyber-physical systems security certificate54
Europe (4) 1. Royal Institute of Technology, Sweden Cloud-Based Cyber-Physical Systems in Manufacturing (6 credits) for doctoral
students55
2. TU Dortmund, Germany Cyber-Physical System Fundamentals (6 credits) for Students of “automation and
robotics”56
3. RWTH International Academy gGmbH, RWTHAachen University, Germany Cyber-Physical Systems and Intelligent Robotics57
4.University of Turku, Finland CPSs (5 credits)58
Embedded courses (10)
CYBER-PHYSICAL SYSTEMS

(Continued)
89
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(Continued).
T. B. LIEU TRAN ET AL.

Countries Universities Program

USA (5) 1. Georgia Institute of Technology Atlanta, Intro to Cyber-Physical Systems Security (graduate)59
2. University of Texas – Austin, Austin, TX Introduction to Cyber physical Systems (undergraduate)60
3. McCormick School of Engineering, Northwestern University EECS 395, 495: Modeling and synthesis of CPSs61
4. School of Informatics, Computing, and Engineering, Indiana University BS in Intelligent Systems Engineering Computer Engineering/Cyber-Physical Systems
Concentration option 2: Cyber-Physical Systems and Required: ENGR-E 321
Advanced Cyber-Physical systems.62
5. Illinois Institute of Technology College of Science Undergraduate concentration in cyber-physical systems: Languages and Systems and
Cyber-Physical Systems63
Europe (3) 1. University of Technology, Eindhoven, Netherlands Master Systems and Control64
2. University of Southern Denmark Master programme in Mechatronics with elective course of Cyber Physical Systems65
3. Göteborgs universitet Data-driven support for cyber-physical systems66
Australia (1) 1. University of Queensland CPSs course in Mechatronics, Electrical, Electrical and Computing, and Software,
bachelor IT67
Asia (1) 1. TUM Asia and RACE Academy Cyber Physical Systems Design (Industrie 4.0) 2 day Masterclass68
 CYBER-PHYSICAL SYSTEMS 91

Appendix 2. Cyber physical systems (online programs/courses) (7 in

total, 5 in USA, 1 in Europe, 1 in Asia)

Program/course
Coursera (University of California, Cyber-Physical Systems: Modeling and Simulation69
Santa Cruz, USA)
Udacity (Georgia Tech University, Cyber-Physical Systems Design & Analysis70
USA)
EdX (UC Berkeley, USA) Cyber-Physical Systems71 (Global Executive MBA: 2 internationally
recognized degrees, 1 elite business program)
EdX (KTH Royal Institute of Cyber-Physical Networks
Technology)
EdX (The Hong Kong Polytechnic Industry 4.0: How to Revolutionize your Business
University, Asia)
MOOC Cyber Physical Systems MOOCs and Free Online Courses72
Iowa State University College of (1) Systems Engineering Master’s Degree Online73 (develop complex
Engineering, USA systems);
(2) Embedded Systems Graduate Certificate Online74; Students can
receive the certificate in 9 months by taking two courses a semester.
Several of the courses offer hands-on learning experience where the
students can perform experiments and use software systems remotely
through the Internet.