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The purpose of this paper is to report on the Bologna Process in the light of globalisation and examine how it affects curriculum and engineering education developments.

The growing need for creative competitiveness and the striving for specific profiles of engineering qualifications that are of high quality whilst taking account of diversity, transparency have resulted in the declaration of the Bologna Process. The qualifications framework proposed involving the cycle systems are examined taking account of globalization, quality assurance, management and diversity of needs. The future opportunities are explored taking account of global expectations.

The present research reveals that the Bologna Process provides a means through which higher education institutions (HEIs) can be encouraged to provide more attractive curricula for the younger generation for differing cultures whilst catering for the broad range of engineering fields where they could become more active later. The point is made that it serves to re‐invent engineering to meet the needs of the twenty‐first century.

The present investigation focuses on the Bologna Process and its implications on engineering education in Europe. Future work hopes to extend this to other disciplines and to examine global effects in diverse cultures and also from gender, economic and development perspectives.

This paper could provoke HEIs outside Europe to evaluating their policies, revise strategies and moderate existing provisions, thereby assessing impact of the Bologna Process on engineering education in different countries and cultures.

Account is taken of the diversity and transparency which have resulted in the declaration of the Bologna Process. The paper discusses and reports on developments, prospects and challenges faced in the engineering curriculum provision following the introduction of the Bologna Process in the culturally diverse European higher education area. The new field of process systems engineering is also reported.

The purpose of this article is to describe the quantitative evaluation of an engineering monograph approval plan using circulation analysis.

The circulation frequency of titles purchased under the approval plan was analyzed, and compared with the circulation frequency of all engineering books during the same time period, purchased both individually and through the plan.

It was found that 23 percent of the approval plan books circulated, compared with 6 percent of engineering books as a whole. There was considerable variation in circulation frequency between engineering disciplines, but approval plan books circulated much more frequently in all subject areas.

This study assesses circulation only during the most recent complete year, which means that the approval plan books are all new books. However, more than half of the books in the engineering collection are less than ten years old, so age is unlikely to be the only reason for the much higher circulation of approval books.

Since this evaluation concludes that the approval plan does have value for Rowan University's users, such a plan might be worth considering by other academic libraries looking for a better way to obtain new engineering monographs which serve user needs.

While the circulation data described in this study reflect the unique needs of the Rowan University user community, they can serve as a useful benchmark for engineering librarians who want to assess the usage of their monograph collections. The study also has value for academic librarians who are evaluating an approval plan from YBP or another vendor.

March 20, 1970 Industrial training — Industrial training levy — Engineering industry — Company providing steam generating plant for thermal power stations — Assembly of pre‐manufactured parts on site — Whether activity of engineering industry or construction industry — Definition of civil engineering work expressly including construction of thermal power station — Whether general words of exception operative to take essential process of construction of thermal power station out of civil engineering — Whether company liable to pay engineering industry levy or construction industry levy — Industrial Training Act, 1964 (c.16), ss. 1,4 — Industrial Training (Engineering Board) Order, 1968 (S.I. 1968, No. 1333), Sch., paras. 1(h)(ii), 2(d), 3.

Engineering employers are discovering that their workforce requires certain skills which seem to be in short supply. Rapid technological change, participative management and employee empowerment, global competition, and other workplace innovations have created a demand for a higher skill level for engineering graduates. Identifying industry expectations for engineering graduates are an important step in developing university curricula which are responsive to the needs of the profession. The present study identifies specific industry expectations for new engineering graduates and provides practical recommendations for strategically aligning engineering curricula with the professional community. By identifying specific skills requisite for career success, universities can provide an improved service for their graduates and the engineering industry.

The teaching of sustainability to engineers will follow similar paths to that of environmental engineering. There is a strong feeling that environmental engineering is a discipline unto itself, requiring knowledge of chemistry, physics, biology, hydrology, toxicology, modelling and law. However, environmental engineering can also be encompassed within other disciplines; for example, solar and wind power are often taught in electrical or mechanical engineering; pollution control is taught in chemical engineering; and recycling technologies are taught in both chemical and mechanical engineering. The understanding of sustainability engineering, however, requires a greater maturity than that of most engineering disciplines. Although the basics of this concept can be understood by anyone, the ability to understand the complex systems which exist within the environment and society as well as the constraints on those systems is only beginning to emerge at the fourth year or graduate level. Moreover, the elements necessary to achieve sustainability are derived from all aspects of engineering and, like environmental engineering, all engineering disciplines have strong roles to play in achieving sustainability. However, there is also a fundamental discourse that can be taught as a discipline in sustainability engineering. Discusses aspects of such a programme and outlines the requirements for educating engineers in sustainability.

The authors make the case that insourcing engineering is a strategic investment in developing a company’s core competence and innovative capacity needed to continually push the frontiers of its markets, which is essential to creating fresh marginal value under all scenarios.

The authors layout the risks of outsourcing engineering and explain why the benefits of insourcing engineering are great and likely to grow more critical in the near future.

As the Internet of Things opens vast new possibilities for differentiating nearly everything such companies might build, innovative engineering to achieve superior connectivity, functionality and invulnerability becomes critical to competitive advantage.

Insourcing engineering not only resurrects the innovation and IP that distinguish sustainably successful market leaders, it also increases the ability to keep ideas secret until the production stage, thus allowing for full commercialization.

A leading practitioner at General Electric describes his firm’s experience with outsourcing engineering and why it reversed course and began insourcing engineering again.

Describes a postal questionnaire survey to explore the attitudes and intentions of final‐year undergraduate engineers. Addresses the perceptions of the engineer and engineering. Concludes that the most commercially minded students intended to leave engineering; the manufacturing industry has a poorer image than oil or chemical companies; sex discrimination is still pronounced within engineering; those intending careers in engineering see Europe as a less important part of their career.

Re‐engineering is the latest in a long line of performance improvement programmes with which US industry has experimented during the last decade. The radical approach taken by re‐engineering is the main characteristic setting it apart from any of its predecessors. Re‐engineering is based on the premiss that the best way for a corporation to make significant improvements is to take a clean sheet of paper and ask itself “if I were to start this company over from the beginning, what would I do?” Now, two years after the introduction of this unusual approach, many corporations are finding their efforts have failed. By analysing these case studies, several key topics have arisen which explain why some organizations have completed their re‐engineering programmes without meeting their expectations. First discusses re‐engineering in detail, and then addresses several of these recent developments.

Mr. Michael Marshall MP, Parliamentary Under‐Secretary of State for Industry, has told Parliament that Sir Keith Joseph has recommended that the Privy Council advise that a Royal Charter should be granted to establish The Engineering Council and that Sir Kenneth Corfield has agreed to become its Chairman designate.

The purpose of this paper is to report on the nature of technology and engineering education provision in developing economies, focusing on Nigeria.

The paper draws on recent developments in the shake up and implementation of new measures to call for quality technology and engineering education in the country, following changes brought about by new education and administrative structures and the new policies being promulgated by both the now democratically elected government working in tandem with universities throughout the country. Issues relating to methods, curriculum, contents, quality and related are examined and reported. The role of planning, input from engineering industries, improved competition and expanded export of engineering services are all investigated and presented.

The paper finds that the establishment of stability in governance of state and universities is signaling positive and upward trend in the implementation of informed policies for improved technology and engineering education in universities which could herald improved economy and conditions of life in the country.

In the wake of new developments in education in emerging economies such as Nigeria, the need to take stock and review systems for technology and engineering education is highlighted. Using available information, issues affecting present developments and education practice, some suggestions are provided for the future.