Engineering Education, the Fast Technological Revolution and the Innovation Loops

1 Luiz Carlos Scavarda do Carmo, Pontifical Catholic University of Rio de Janeiro, Vice Presidency of Development and Department of Physics, R. Marquês de São Vicente 225, Rio de Janeiro, RJ 22453-970; Brazil [email protected] 2 Therezinha Costa, Pontifical Catholic University of Rio de Janeiro, Department of Computer Sciences, R. Marquês de São Vicente 225, Rio de Janeiro RJ, 22453-970, Brazil [email protected] 3 Marcos Azevedo da Silveira, Pontifical Catholic University of Rio de Janeiro, Department of Electrical Engineering, R. Marques de São Vicente 225, Rio de Janeiro, RJ 22453-970; Brazil [email protected] ABSTRACT – The Industrial Revolution History presents knowledge as part of the industrial economy. Science and Education, nevertheless, changed from distant partners to central players of innovation. Engineers thrive in the interface between sciences, technology, market evaluation, and customer habit comprehension and business organization. The present dynamic changes drive a continuous readjustment of professionals. Engineering Education must respond to these changes by forming flexible professionals. This article analyses the consequences for engineering education of the fast growth of new technologies; especially Nano-engineering, information technology and the new thrust on bio related engineering. The connection between basic and applied research and production is analyzed in its short loop where entrepreneurs create technologically based enterprises, thirst in knowledge but not capital. The long loop of innovation fuels large enterprises dependent on knowledge and capital. This article discusses the consequences of the knowledge dependence of these loops of innovation on Engineering Education and on research practices on undergraduate and graduate studies.