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Der Ingenieurberuf in Deutschland hat sich bis heute eine stark monokulturell geprägte Fachkultur erhalten. Insbesondere Frauen gelingt nur langsam eine erfolgreiche und nachhaltige Integration. Vielfältige Programme sind daran beteiligt, dies zu ändern. Ihr Erfolg bleibt davon abhängig, dass Demografie, Fachkräftemangel und das Konzept des „Diversity Management“ nun ökonomische Gründe sind, die eine Öffnung und Veränderung der Fachkultur notwendig machen.

The low rate of female engineers all over Western Europe shows that women are nearly excluded from professions which require skills and knowledge in the field of logic, mathematical understanding and interest in technical devices. The average of women students in Germany does not exceed 10%. Therefore, the question which experiences female students, who are in such a minor position, make in the course of their studies is being discussed in the following. Therefore, 19 female students were interviewed in order to analyse their study situation in detail and to explore their strategies against a possible discrilnination.

The question needs to be faced today how society can influence political developments and create political changes under conditions of ever increasing complexity of all social systems. This question leads to investigating the fundamental changebility of institutions. This paper deals with explaining the sluggish and superficial attitudes of institutions towards expected or required changes of their behaviour. Furthermore an intervention concept for institutional change is suggested. It is subsequently applied to processes of changing engineering education. These examples are taken from projects of improving engineering teaching and learning at the University of Technology (RWTH) Aachen, Germany, which is a fitting example of a fairly change-resistant social system.