Some 7 years ago the University of South Australia has defined and since consistently insisted on the implementation of generic graduate qualities (or attributes) to make academic curricula in all disciplinary fields to be more inclusive. The process is supported by informed corporate policies and guidelines. This paper reviews the issues of gender and cultural inclusivity with the emphasis on the engineering education context. Strategies are defined to develop curricula to address the increasingly diverse student population and the large variety of learning styles. Finally, the authors demonstrate the integration of these concepts and approaches into the design of engineering courses and programs