Surveying education has been ‘playing’ catch up with changes in the surveying/geomatics industry and some individuals are of the opinion that the lag is substantial and demands immediate attention. Not only has technology impacted the surveying industry but the modernisation brought on by information and computer technologies has considerably impacted educational methods used in surveying/geomatics programmes. This paper examines how selected surveying/geomatics programmes address the issue of making their courses relevant to industry needs, student characteristics and one particular trend within higher education. The discussion is based on empirical data from a research that involved fifteen surveying/geomatics programmes from thirteen countries. The study investigated curriculum architecture and pedagogical alternatives within the discipline and the impact these have on students’ preparedness for work.