Project orientation and project-organized curricula in higher education are attributed to a wide range of intentions causing different approaches and solutions concerning the structuring of curricula and of teaching/learning situations. The historical review describes briefly pedagogical and profession-oriented motivations as well as science and society-related aspects. In engineering education, the changing demands from industry and the professionemphasizing skills instead of specialized content orientation-s-promote a rapid expansion of problem-centred project work and of active and productive learning. A shift from projects, integrated in the traditional subject structure of engineering curricula, towards project-organized curricula can be observed. To overcome obvious problems and constraints of the future implementation of projects in higher education staff and faculties will need to establish a continuous process of organizational development.

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The contribution focuses on various activities undertaken in Europe in the context of the Bologna process and in addition by the European Union (EU) to promote mobility of students and graduates and to prepare them for a European and global labour market and an international practice. The activities comprise respective political frame conditions and financial support schemes as well as program developments at Universities attempting to strengthen internationalisation and global education.