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Globalization, accelerated time-based competition, qualitative dynamics, rapid development of technology and especially Information and Communications Technology (ICT) developments challenge engineering education and capability development of each engineer. The success and the competitiveness of companies are increasingly based on their employees. Thus, the question becomes: what kind of future engineering education should be, and should it be radically different than today? Seeking viable and rapid answers to this question poses serious challenges to current educational systems. This paper describes two on-going projects: development of Finnish engineering education policy and development of Industrial Management programs together with ICT-industry. These projects aimed at restructuring engineering education in Finland. Both projects are unique in emphasizing the importance of crossing organizational borders within and outside of traditional engineering education system. The paper also introduces recent initiatives of global ICT industry (IBM, Cisco, Nokia and Apple) that challenge the traditional practices and content of engineering education. Experiences from examples confirm that a dynamic and interactive approach is essential for the success of future engineering education. [ABSTRACT FROM AUTHOR]

The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional ‘one way’ flow of knowledge, essentially from research to education, by a ‘both ways’ circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the ‘poor relation’ of many universities. What are the main issues – barriers and drivers – and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry. [ABSTRACT FROM PUBLISHER]

With the rapid progress of modern civilization, creativity and innovation within a techno-economic perspective are becoming the major driving forces behind the sustainability of economic growth and competitive achievements. The current paper will focus on developing a clear concept of the terms creativity and innovation, and investigate their possible relation with engineering education. The parameters that could be essential for the enhancement of creativity or innovation are discussed from the perspective of the individual and the community. An engineering creativity enterprise diagram (ECED) is introduced to be reflective of the industrialization and technological level of any community as correlated to creativity and innovation. A systematic approach is designed to help developing the possible courses and activities that would enhance creativity and innovative skills and capabilities of a graduate engineer. [ABSTRACT FROM AUTHOR]