The world of higher engineering education still stresses capabilities that are no longer critical in the new world and seems to ignore those that are gaining prominence.
In the 20th century engineering education focused on the underlying scientific and technical content, neglecting the socio-economic aspects of engineering. Engineering seemed to have a life of its own. The new world of work, however, calls for a more holistic approach to engineering education. We can no longer just produce graduates who are well-versed in technical functionality. The new breed of bright technical minds have to understand how to help solve the societal and engineering challenges of the 21st century through creative workable solutions, whose performance and function not only depend on technology, but also on the socio-economic context within which they operate. Engineering education can only be future-proof if it ensures that its outcome does not only lead to an excellent preparedness in technical rigour, but also in operational capabilities for creative thinking, leadership and decision making that are required to lead successfully and solve complex projects.
Quite a number of edcucational programmes show a dangerous sense of complacency, or seem insufficiently aware of the growing mismatch in focusing almost completely on technical knowledge and processes in their engineering curricula. We have entered an era where higher engineering education will have to make fundamental changes, to take the benefits of the pedagogical and technological innovations, and better prepare graduates for the increasing and different demands of the new world of work. It is better to envision these changes and make choices on how to adapt the education than wait for time to pass and then try to respond.