Specifi c issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and fi eld, and implications of individual identity. We posit that a ' good doctoral ' experience fosters active engagement in refl ection on all elements of our work- the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fi elds. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging refl ection as an important characteristic of a successful quality doctoral program. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)-and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. Prensky M., (2001), MCB University Press (2001), On the Horizon, 9, 5 To know “how” they are building up their knowledge is keystone in the success of the new curricula of Engineering University Studies. The present work sets the common characteristics of those future engineering university students that are growing up at the same time that new digital teaching strategies are starting to emerge at our universities. In order to build the model that the 2030’ students will demand we should first know how those students would look like. Once these new students arrive at universities, a new model of face-to-face master class has to be offered where Instant, Global and Digital Knowledge engage their expectations and enhance their new way to look at the world among others. Grohol (2008) states “any person can affect his brain simply by doing something repetitively, or doing something differently”. It is natural to think that the brain structure is changing. These new students have new abilities, new ways of thinking, new ways of interact with peers, and of course, new ways of learning. The use of smartphones with its apps in any context and place is starting to introduce a completely new model of student in kindergartens and primary schools. Triggered by curiosity, looking at the new devices are our kids, the university students of 2030. Thereafter new ways of teaching started to emerge in order to fulfill the hunger of knowledge that suddenly and without realizing was in our digital fingerprints.

Steve Jobs, between 20 introduced in our homes and normal daily life the versatility of the touch screen interaction that opened a completely new global horizon. Since then, new citizens of the digital world started to study in our classrooms, having new needs in teaching and learning matters due to the implementation of what it is called information technologies. Marc Prensky (2001) defined the digital natives as the first generation to grow up with the new technology.

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