InfuSense Enterprise

From Group Design Project to Student Startup: The Infusense Journey

Infusense started not as a company, but as a Year 3 Group Design Project (GDP) at Universiti Teknologi Brunei (UTB).

The challenge was practical: How can we use engineering and IoT to improve the monitoring of IV fluid and support healthcare personnel?

From this problem, our students developed Infusense, an IoT-enabled Smart IV Monitoring System integrating sensing, embedded systems, wireless communication and real-time monitoring.What makes this journey particularly meaningful to me is what happened beyond the classroom.

Following the project development and participation in Startup673 NATHACK Cycle 4, the team secured BND 43,000 in seed funding, enabling the idea to progress towards further development, validation and commercialisation.

Today, Infusense has progressed into a student startup company, mentored through an entrepreneurial ecosystem that originated from Seven (Simpang Tujuh Enterprise), established by PhD student Abdul Muiz Sherin. We now have three mentored student startup companies, with Infusense focusing specifically on medical and healthcare technology initiatives.

For me, this represents something bigger than establishing another startup.

It represents the type of teaching and learning ecosystem that I want to cultivate.

I believe students should be exposed to technopreneurship as early as possible during their university studies. While they are still on campus, they should have opportunities to identify real problems, develop engineering solutions, build prototypes, engage with industry, understand users, and explore how technology can potentially become a viable product or venture.

Infusense also demonstrates why multidisciplinary engineering is increasingly important.

Developing a real product cannot depend on one engineering discipline alone. The project brings together:

• Electrical engineering for power and system integration
• Electronic and embedded systems for sensing, control and IoT connectivity
• Mechanical engineering for physical implementation
• Product design for usability, enclosure and practical deployment
• Entrepreneurship to translate engineering innovation towards real-world impact

This is the learning environment I want our students to experience: theory strengthened by hands-on practice, multidisciplinary collaboration, problem-solving, innovation and entrepreneurship.

A good engineer is not produced through theory alone. Engineers must be cultivated, challenged and trained to apply knowledge across disciplines and respond to problems that may extend beyond the boundaries of their original field of study.

My aspiration is therefore not simply to supervise student projects, but to create a pathway:

Classroom → Problem → Design → Prototype → Industry Exposure → Innovation → Technopreneurship → Impact

If we can expose students to this journey while they are still studying, we are not only preparing them to graduate. We are preparing them to become future-ready engineers, innovators and technology entrepreneurs.

Infusense is one example of how a Year 3 student project can move beyond academic assessment and begin its journey towards solving a real societal problem.

Engineering education should not end with understanding how technology works. It should empower students to use technology to create solutions that matter.

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