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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)

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During the past ten years, a number of national programmes have been established targeting an increase in women's participation in the academic fields of science, technology, engineering and mathematics (STEM) in Germany. Women's participation rates did increase but still remain low. In the scope of two analyses, we study this development and the relevance of the introduced initiatives for women's representation and career progression. We first provide an overview of the key initiatives, grouped into those (1) "attracting" and (2) "retaining" women in academia. Next, we study the initiatives' specific effects on women's tendencies to enter and stay in academic STEM fields by analysing student survey data and career paths of recently appointed female STEM professors. The survey findings suggest that "attracting" initiatives positively influence female students' decisions to choose STEM fields. Nonetheless, they experience a low level of professional integration. Correspondingly, the career analysis confirms a comparably low share of women "retained" in STEM fields. Yet interestingly, in retrospect, women's relative share decreases by "only" six percentage points from first-year student to professor status; the largest drop occurs at habilitation. We conclude with a brief discussion of the results and their implications for policy makers and researchers. [ABSTRACT FROM AUTHOR]

In 2009 within the Excellence Initiative of the German federal government and the state governments a project called 'Learn ING' started at the Technische Universitat Munchen. Aim of this project is to trigger the interests of pupils and students towards robotics, cognitive systems and engineering. With the approach of Problem Based Learning gender specific aspects during the implementation of courses in school should be considered and designed gender equitable to get more girls interested in this field. By now two educational modules were implemented, one in primary school and one in secondary school. Both modules were evaluated; the data for the secondary school is already available. [ABSTRACT FROM AUTHOR]

In this paper the relationship between new technologies and structural changes in society and the economy are discussed. The roles of engineers are described within this revolution of information technology. Through comparing the international patterns of engineering studies, the German model of engineering education is being questioned. It becomes evident that only a consecutive model of higher education studies can be the goal of further university development in Germany. Subsequently, system analysis will be used to draft a new campus structure of the university: the virtual campus consisting of a system of largely independent entities that are linked by different technological and organizational means. Further education needs to be integrated into this virtual campus university. In this way, Germany may serve as an example of how countries around the world are challenged to change fundamentally their educational systems in order to respond to the ongoing revolution in information technology. [ABSTRACT FROM AUTHOR]