Quality assurance is a dry topic and as a topic it is boring in itself. The topic is especially monotonous for electrical engineering students who are constantly looking for some action, exercises, simulations ... The consequence is that electrical engineering students are not interested in the course at all. The standard topics covered in the lectures are ISO standards, certification, regulations, norms, laws and the so-called quality pyramid (quality policy, manuals, procedures, work instructions and records). Of course, all of this is connected with specific electrical topics, but for students it is still too monotonous and not motivating at all. In addition to lectures, students are required to produce selected seminar papers related to the previously mentioned standard topics, and as an option, final thesis that is related to this course. However, the students do their duties properly and immediately forget everything afterwards (no one was interested to choose the final thesis related to Quality Assurance course).

This was seen as a challenge, and it was decided some changes to be taken. Quality Assurance as a topic is essential to the students' understanding of the engineering vocation and their disinterest should not be accepted as normal. Ideas for increasing students’ interest are classified into three categories: introduction of additional topics for lectures, organization of field education and introduction of additional student activities.

Field education was introduced as the first concrete action. It is a one-day organized and well-prepared tour of renowned manufacturing companies that are closely related to electrical engineering. As another concrete action, some additional topics were introduced in the lectures: examples of well-known high-end products of stable quality, a discussion about the quality of laboratory exercises in other professional courses, successful examples of digital transformations using ERP systems and (unexpectedly for students) the quality of leadership using the works of Stephen Covey and John Maxwell. As the third concrete action, a number of new student activities were introduced, the most important of which are the practice of oral presentation techniques as preparation for the oral defense of the final thesis, and the practice of various archetypal roles as preparation for a future engineering career. Archetypal roles are something completely new for students and help them to look at quality from different perspectives (Engineers, Managers, QA experts, Factory workers, …).

As a measure of the success of the mentioned changes, the number of students who do a final thesis related to the course "Quality Assurance" was taken. The result is more than positive - a significant increase in the number of students who do a final thesis related to the "Quality Assurance" course was observed: in period 2022 – 2025, 25% of final thesis was related to Quality Assurance, in comparison with only 5% in period 2017 – 2021. When asked what interested them the most in the course, the students almost unanimously answered that it was the knowledge about the connection of quality assurance with all items of engineering work, obtained mainly through field education and work with archetypes.

Keywords: Quality Assurance, field education, archetypes.