A curriculum review can be an intricate and arduous process, made more complex due to a myriad of interwoven threads that inform the curriculum. This is often the case in chemical engineering due in part to the accommodation of employer expectations, requirements from accreditation bodies and the multidisciplinary, integrative nature of an engineering degree which depends on students acquiring a wide range of attributes, and which focuses on application and relevancy [1], [2]. In this paper, we present our efforts to review the chemical engineering curricula at a research-intensive higher education institution (HEI)in the UK. This review is being orchestrated by institutional managers to ensure that programmes of study throughout the HEI better reflect student needs and expectations and adhere to a recently revised institutional teaching and learning strategy. This review is also driven by a recognition that the student body has changed with traditional modes of teaching seemingly outdated and ineffective. For example, it has previously been suggested that one of the greatest obstacles to overcome with respect to creating the right type of education for chemical engineers, does not arise from external drivers, but in recognising and responding to internal factors –amounting to fundamental pedagogical shifts in learner behaviour and expectation[1].