ABSTRACT
The opening chapter provides the background of the book through its discussion of debates on the relationships between engineering, development and sustainability, as well as their role in perpetuating or inhibiting poverty, and engineering education’s location within this complex landscape. By introducing the conceptual premise that informs the rationale behind the qualitative study upon which the book is based, namely, the capability approach, the chapter outlines the implications of defining the role of engineering education, and understanding sustainability, from a human development or freedom-centred view. An overview of the research methodology is presented, and the value and significance of the diverse perspectives that inform the empirical basis of the book is highlighted.
