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Bioengineering/Biomedical Engineering is globally considered as one of the most acclaimed fields in science and technology, and has been a primer for advancements in medicine and biology. Recently, healthcare practices have been guided towards new emerging frontiers, including, among others, functional medical imaging, regenerative medicine, nanobiomedicine, and artificial sensory substitution. On the other hand, bioengineering/biomedical engineering education has been evolving and proliferating since the late 1950's, and is undergoing advancement in leading academic institutions worldwide (Harris et al., 2002). The first program to be officially launched in biomedical engineering was at Drexel University, Philadelphia, PA, USA, in 1959 at the master's level. This program was soon followed by Ph.D. programs at Johns Hopkins University, Baltimore, MD, USA, and the University of Pennsylvania, Philadelphia, PA, USA, (Pilkington et al., 1989). At present, a surge in the development of new curricula in bioengineering/biomedical engineering around the world is witnessed, particularly in developing and transitional countries. These programs are somewhat diverse and vary in their academic content, as well as within the different tracks constituting the various areas of bioengineering/biomedical engineering: artificial organs; assistive technology and rehabilitation engineering; bioelectromagnetism; bioethics; biomaterials; biomechanics; biomedical instrumentation; biomedical sensors; bionanotechnology; biorobotics; biotechnology; clinical engineering; medical and bioinformatics; medical and biological analysis; medical imaging; neural engineering; physiological systems modeling, simulation, and control; prosthetic and orthotic devices; and tissue engineering and regenerative medicine. Notwithstanding these advancements in Bioengineering/Biomedical Engineering, there still exist several shortcomings related to the lack of coordinated interaction among an intricate body of key-players within this field, involving students, universities, hospitals, industries, professional societies and organizations, and governmental agencies and ministries. These shortcomings have brought forth the formation of “the right hand not knowing what the left hand is doing” syndrome among the constituting entities. Thus, in order to enhance the

Project Alexander the Great: An Analytical Comprehensive Study on the Global Spread of Bioengineering/Biomedical Engineering Education