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Teaching engineering studies students about diversity issues as part of the curriculum in engineering programs is an essential part of preparing the students for their professional life. By teaching them what this is and what it means for their (professional) lives sensitises them towards more responsibility. The idea is to connect diversity issues with technical subjects. Topics like technical development, human-machine communication or power management and other topics relevant to society are very suitable for this purpose.

Today we are confronted with a new challenge in product development: "Diversity" needs to be implemented in the engineering design and development teams. Such diversity means to "mirror" within the teams the characteristics of different customer groups: the two genders, the different age groups, and the different cultural background corresponding to the cultural differences represented in today's society. Thus the products and services developed in this way are expected to serve more specifically the different customer groups within society. This approach has already been proven successful, e.g., in some areas of car design and consumer goods. Therefore, science and engineering should in this sense become concerned with "diversity" across society. In particular engineering education needs to focus on different student groups, especially women. Both enterprises and universities have to put emphasis on co-operation in order to achieve such focus on these new and different customers groups. But what sounds so easy in a pragmatic view, becomes more and more difficult under considerations of the traditional patterns in engineering education. It means accepting different motivations and experiences of students, especially women. It means also to accept different ways of teaching and learning and thus, different strategies in both engineering education and research. One way to develop engineering education further as suggested here, shows the new approach of "Gender Studies in Engineering" to be described in this paper. (Contains 2 figures.)

In engineering education, creativity and communication processes have become necessary in complex structures such as technological networks and virtual reality. A new sociotechnical approach describes the engineering profession in aspects other than technology such as tasks, views, organization structures, and cooperation. Describes a sociotechnical, self-similar, creative system that shows such learning processes in undergraduate education, research, and organizational structures. (Author/PVD)

The article discusses various reports published within the issue, including one by Felicitas Sagebiel on organizational culture in engineering education in Europe and another by Susan Viefers on gender equity in higher education.

The article presents an introduction for this issue which focuses on gender studies in engineering education.