Context is the cultural framework, or environment, in which technical knowledge and skills are learned. The culture of education, the skills we teach, and the attitudes we convey should all indicate that C-D-I-O is the role of engineers in their service to society. It is important to note that we believe that the product, process, or system lifecycle should be the context, not the content, of engineering education. In this paper, we highlight models that, while different from CDIO, serve as the context for engineering education in disciplines that do not necessarily build products. One example is the Measure-Model-Manipulate-Make approach in biological engineering. This approach simulates the processes that biological engineers follow in their work. In other words, it is what engineers do. The rationale for teaching engineering in context is clear and compelling. It is based on theories and best practices of contextual learning as applied in engineering and higher education. Finally, the paper concludes with a discussion of the broader societal need for adopting an appropriate context, and more effectively training engineers. The case of development of engineering education in China is highlighted, and parallels are drawn to educational needs in Sweden and in the United States.
