1 INTRODUCTION The University of Auckland adopted, in 2011, a project-based learning experience for its 535 final-year engineering students. The aim was introduce the faculty a systems thinking and a CDIO (conceive, design, implement, operate) approach. The project scenario--The Reconstruction of Christchurch following the earthquake disaster earlier in the year--provided an ideal platform and a unique catalyst for change. This was a high risk step change in teaching and learning methodologies. It brought together the faculty and students from all engineering disciplines. Students were divided between 20 groups of 26/27 students. Each group worked as a coherent team selecting their project manager, technical experts, and final presentation speaker. The project ran for a week, instead of normal academic activities. It demanded intense full activity from the start, with scheduled progress meetings and interim deliverables. Light touch guidance was provided by mentors assigned each group. Systems thinking, CDIO and management advice was provided by three seasoned practitioners, all of whom had run major engineering projects in the commercial world. Note, full can be described as high energy and total commitment from all members of the team; and light touch can be described as the provision of guidance and advice only as and when required by students, as distinct from regular reviews and progress meetings dictated by staff mentors. 1.1 The challenge for the profession Many leading authorities now believe that engineering has, over time, become subservient other professions. The role of the professional engineer as a dominant, decision making figure in society has diminished and, in some cases, with disastrous results. The reasons for this are many and varied but one contributory factor is the focus on single specialised disciplines arranged in isolated swim lanes during formative university years. This continues be an artificial environment as the practical application of engineering is multidisciplined and increasingly complex requiring business and financial skills as well as technical breadth (Lathem et al, 2011; McNair et al, 2011; Adams et al, 2011; Stevens et al, 2008). In addition, the most important element of all is people and the means and energise their work through inspirational leadership and professionalism; working as a team to get things done. It requires engineers who can inspire, lead and integrate as well as engineer. This means that successful engineers, who aspire be leaders, need master the dynamics of this complex and challenging new world as early as possible in their careers particularly if they want compete for top jobs against accountants, lawyers and administrators. Employers are increasingly expecting these broader based professional skills as the standard profile for new recruits. Extended graduate training schemes, which once sought bring raw recruits up speed, are becoming a thing of the past. Students, many of whom are now expected take out substantial loans as an investment in their own education, are expecting higher standards. They are conscious that the job market is tough and they recognise that they need something extra make them more attractive prospective employers. All this places new demands on universities deliver something more in keeping with the needs of industry and the career aspirations of graduates. Unfortunately, there is evidence, as cited by Adams et al (2011), that engineering education is holding onto approaches problem solving and knowledge acquisition that are out of alignment with professional practice. In particular the focus may be more on acquiring technical knowledge than on preparing for professional practice (Stevens et al, 2008). 1.2 The challenge for universities Many universities are beginning recognise these new demands and the need take engineering education another level (see, for instance, the numerous examples cited by Lathem et al, 2011). …