Women in industry 4.0 – current and future roles in manufacturing

This report describes strategies for supporting female talent in advanced manufacturing through surveys, interviews, and networking activities conducted under the Anna Boyksen Fellowship. Based on data from interviews with undergraduate students and female PhD researchers at TUM, the study identifies gaps in Industry 4.0 training, persistent gender-related challenges, and the need for visible role models. The Women@ED Networking Series translated these findings into practice by providing platforms for mentorship, career guidance, and exchange between academia and industry.

Focus Group: Inclusion and Diversity in the Manufacturing Sector in Industry 4.0

Prof. Jihyun Lee (University of Calgary, Canada), Alumna Anna Boyksen Fellow (funded as part of the Excellence Strategy of the federal and state governments)
Host: Prof. Michael Zäh (TUM)

Motivation

Attracting and retaining skilled labor are major challenges in manufacturing, driven by workforce aging and declining interest among younger generations, with significant shortages reported in both Canada and Germany. While automation through Industry 4.0 and the attraction of more female engineers are widely recognized as key responses, women remain underrepresented in mechanical engineering, accounting for only 15–20% of students at leading universities despite broader gains in STEM participation.

This project examines strategies for training and supporting female talent in advanced manufacturing in Germany and Canada. By analyzing educational enrollment data, conducting surveys and interviews with students, and engaging with representatives in the EDI office at TUM, this study aims to generate actionable recommendations for building an inclusive and future-ready manufacturing workforce.

Figure 1

Fig. 1, Survey answers from the question: “How has your experience been so far as a female or
gender-variant/non-conforming engineering student?”

Survey Reasearch

Quantitative findings:

Enrollment in the TUM School of Engineering and Design (excluding Architecture) is declining overall, with female participation remaining steady but low at ~15% in mechanical engineering.

By contrast, the School of Computation, Information, and Technology has grown by more than 1.5 times, with female enrollment slightly higher (~20%).

At the PhD and Assistant Professor levels, women make up only 10-20% of faculty, indicating a persistent “leaky pipeline”.

Survey of 236 students (BSc and MSc):

A total of 236 students (BSc and MSc) participated in the survey, with more than half identifying as female and about 170 enrolled in mechanical engineering, aerospace, and related fields. The survey explored perspectives on career aspirations, Industry 4.0 training, and gender-related experiences.

There are four key findings from the survey:

Regarding career aspirations, male and female students expressed similar intentions to pursue graduate studies, while some preferred direct entry into industry or alternative fields.
In terms of interest in Industry 4.0, students showed strong enthusiasm for AI, robotics, automation, and sustainable manufacturing, with additional attention to areas such as circular economy and medical technology.
Concerning training gaps, more than half of the students felt current Industry 4.0 training was insufficient and emphasized the importance of project-based learning and industry collaboration.
For gender-related experiences, female and non-binary students generally acknowledged positive aspects of studying engineering, yet two-thirds also reported negative experiences, including feelings of exclusion, subtle biases, and a shortage of female role models. Many highlighted difficulties such as stereotypes in classroom or project interactions, and more than half were unaware of any institutional policies or initiatives aimed at addressing gender bias. Female respondents expressed a strong need for supportive networks, mentorship opportunities, and visible role models to foster an inclusive academic culture.
In contrast, most male students perceived their programs as supportive environments and noted positive effects of collaborating with female peers, with two-thirds reporting that they had not witnessed bias or stereotypes in their interactions.

The findings suggest that students are motivated to engage with Industry 4.0 technologies but face training and equity challenges. Enhancing project-based and industry-linked education, expanding mentorship opportunities, and increasing visibility of gender equity initiatives would be important.

Figure 2

Fig. 2, Survey answers from the question: “Did you face any challenges or obstacles while pursuing Engineering studies as a female or non-binary engineering student?”

Interviews with nine female PhD candidates:

The interviewees are actively engaged in cutting-edge research areas including additive manufacturing, robotics, sustainable manufacturing, exoskeletons, batteries, and AI ethics in logistics. They apply Industry 4.0 technologies such as image segmentation, predictive maintenance, cloud computing, big data, digitalization, machine learning, sensors, and 3-D printing.

Most interviewees described positive experiences during their studies, reporting little distinction between male and female peers within academia. However, they highlighted challenges in industry collaborations, where they often faced derogatory comments, stereotypes, or special treatment.

Key challenges for female PhD candidates include balancing childcare responsibilities, coping with insecurities, addressing prejudices, and overcoming doubts about leadership potential and authority in male-dominated contexts.

Students emphasized the importance of support systems such as Fem-tech programs and vocational courses for female talent in high school as early interventions. For academia, they recommended:

Professional initiatives: new leadership concepts to enable women’s authority in engineering research.
Social initiatives: compulsory workshops for all genders on bias and equity, as well as regular women’s gatherings to build peer networks.
Administrative initiatives: advisors for PhD candidates managing pregnancies and departmental family rooms to support childcare needs.
These findings emphasize the demand for both advanced technical training and supportive, inclusive environments.

Figure 3

Fig. 3, Survey answers from the question: “How supportive is your engineering program in forstering an inclusive environment for female students in your opinion?”

Network programs

The survey at TUM identified a lack of visible female role models in engineering and limited opportunities for networking and mentorship, which led to the establishment of the Women@ED Networking Series. Across three events held between November 2024 and October 2025, the series combined survey-based insights with keynote talks and networking sessions featuring female academics, awardees, and industry leaders. Speakers shared career strategies, leadership experiences, and challenges faced in male-dominated fields, while interactive discussions enabled direct exchange between students, faculty, and industry representatives. Overall, the Women@ED series demonstrated how empirical findings can be translated into concrete action by providing role models, fostering professional networks, and advancing dialogue on equity and inclusion in engineering education.

Conclusion

The Anna Boyksen Fellowship strengthened my collaboration with Professor Michael F. Zäh and colleagues at TUM through joint research, surveys, and student engagement. Building on these activities, the Women@ED Networking Series supported female engineering students and contributed to fostering diversity.

In close collaboration with Michaela Wenzel from the School Office ED, Gender & Diversity (TUM).

Selected publications

M. Weber, R. Hartl, M. F. Zäh, and J. Lee, “Dynamic pose tracking accuracy improvement via fusing HTC Vive trackers and inertial measurement units,” International Journal of Precision Engineering and Manufacturing, vol. 24, no. 9, pp. 1661–1674, 2023.
C. H. Mun, S. Rezvani, J. Lee, S. S. Park, H. W. Park, and J. Lee, “Indirect measurement of cutting forces during robotic milling using multiple sensors and a machine learning-based system identifier,” Journal of Manufacturing Processes, vol. 85, pp. 963–976, 2023.
J. Lee, O. Sajjad, A. Khishtan, Z. Wang, and S. S. Park, “Cable-assisted robotic system (CARS) for machining operations,” CIRP Annals, vol. 72, no. 1, pp. 365–368, 2023.
A. Khishtan, S. H. Kim, and J. Lee, “A hybrid model in a nonlinear disturbance observer for improving compliance error compensation of robotic machining,” Robotics and Computer-Integrated Manufacturing, vol. 92, Art. no. 102887, 2025.
J. Lee and A. Khishtan, “Automated identification of joint dynamic parameters in moving industrial robots for milling applications,” CIRP Annals, 2025.

Full list of publications