Empirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education Systems Necessities in Qatar

Introduction

The review in Chap. 2 has revealed several national investigations of engineering skills conducted in countries across the world, such as USA, Australia, UK, and Malaysia. A synthesis of skills and competencies was performed and led to the identification of 200+ items. Additionally, content analysis was used to categorize the founded competencies, leading to a set of 22 main items ranked in terms of frequency of repetition in the literature as follows: (1) Communication Competency (CC); (2) Business and Management Competency (PMC); (3) Teamwork Competency (TwC); (4) Problem-solving Competency (PSC); (5) Information and Communication Technology Competency (ICTC); (6) Lifelong Learning Competency (LLLC); (7) Ethics and Responsibility Competency (ERC); (8) Leadership Competency (LsC); (9) Practical Experience Competency (PEC); (10) Critical Thinking Competency (ClTC); (11) Foreign language (FLC); (12) Innovation Competency (InC); (13) Design Competency (SDS); (14) Professionalism Competency (PsC); (15) Decision-making Competency (DMC); (16/17) Inter/Multidisciplinary Competency (I/M-DC); (18) Systems Thinking Competency (STAC); (19) Disciplinary Competency (DC); (20) Entrepreneurship Competency (EpC); and (21) Adabtability Competency (AC); and (22) Math, Physics, and Science Fundamentals Competency (MPSFC). The list shows that there may be a need to reorient the education system, especially when a country aims to achieve innovation-led or iKBE-led economy in the future. This chapter provides empirical analysis on engineering talent and competency needs in Qatar.

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M. Abdulwahed and M.O. Hasna, Engineering and Technology Talent for Innovation and Knowledge-Based Economies,

DOI 10.1007/978-3-319-46439-8_7