Examining the Preparedness of Water Program Graduates in Egypt: Industries Perspective

Middle East Journal of Applied Science & Technology
Vol.4, Iss.4, Pages 60-74, October-December 2021
ISSN: 2582-0974 [60] www.mejast.com
Examining the Preparedness of Water Program Graduates in Egypt: Industries Perspective
Mohammad Al Mestiraihi1*
, Kurt Becker2
, Ryan Dupont3
& David K. Stevens4
1,2
Department of Engineering Education, 3,4
Department of Civil and Environmental Engineering,
1-4
College of Engineering, Utah State University, 4160 Old Main Hill, Logan, UT 84322, United States of America.
Email: Mohammad.almestiraihi@usu.edu1*
, Kurt.becker@usu.edu2
, ryan.dupont@usu.edu3
& david.stevens@usu.edu4
DOI: Under assignment
Copyright: © 2021 Mohammad Al Mestiraihi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License,
which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Article Received: 28 September 2021 Article Accepted: 26 November 2021 Article Published: 31 December 2021
1. Introduction
Water demands in Egypt are such that there is a critical need to improve the ability to meet current and projected
demands. With its annual freshwater usage of 55.5 cubic kilometers per year, the Nile River represents 95% of the
nation's accessible water, is necessary for Egypt's industrial and agricultural sectors, and it is the primary source of
drinking water for the Egyptian population [1],[2]. Agricultural and industrial activities account for approximately
85% of water usage from the Nile, and in the years to come, there is a water deficit estimated at 7 billion cubic
meters annually [5].
The water issue in Egypt is escalating at an alarming rate. By 2025, the average water consumption of fresh water in
Egypt will increase by 20% [4]. The scarcity of water in Egypt threatens its stability and regional hegemony. The
water crisis makes it imperative for the Egyptian government and the entire population to move quickly and
decisively to alleviate water scarcity.
Egyptians should apply more effective methods and techniques to conserve water, develop plans to prevent and
control water pollution, and make irrigation techniques more effective and efficient to avoid a disaster. Based on
the above, the importance of preparing and equipping water specialists who can reduce the risks of this crisis and
propose practical solutions becomes very clear [5]. Even with this critical need to solve water issues, a substantial
number of water science and engineering graduates in Egypt do not have the essential skills required to solve
Egypt's current and future water needs [3].
Programs that train water specialists must evolve to serve stakeholders in the water sector in Egypt adequately.
Universities should look at what they are teaching and how it is conducted [6]. Several studies have shown that a
substantial number of water graduates are not employable because they lack the industry's primary skills and
ABSTRACT
Egypt's ability to fulfill present and forecast water demands must be improved urgently. The Nile River feeds Egypt's industrial and agricultural
sectors with 55.5 cubic kilometers of fresh water every year and drinking water for the inhabitants. It provides 95 percent of the country's accessible
water, 85 percent of it used for agricultural purposes. Most Egyptian water program graduates lack the necessary skills to meet Egypt's present and
future water needs despite this urgent necessity. To adequately serve the stakeholders of the water industry in Egypt, water programs must evolve.
Universities should look not only at what is being taught but also at how it is being taught. To address this, and as part of the United States Agency for
International Development funded “Center of Excellence in Water,” the most demanded skills required by industry were solicited so that curriculum
revisions and delivery methods can be implemented to prepare students with these necessary skills. This paper presents the results of a survey to
solicit non-academic professionals’ expectations for water graduates in Egypt. Data were collected from 48 water professionals and resource
management specialists. To prepare a water graduate valued by industry, the water curriculum should be modified to deliver the skills necessary to
meet the demands of the Egyptian water sector. The survey results may have applications for water science and engineering worldwide.
Keywords: Engineering education, Employment skills, Jobs skills, Employer attitudes, Water programs, Egypt.

aptitudes [7],[8]. This paper discusses the results of a questionnaire completed by professional water engineers and
water specialists in Egypt. The results highlight the “degree of importance” and the “level of preparedness” of
knowledge and experience skills, practical and transferable skills, intellectual skills, and technological skills of
students graduating from water programs in Egypt.
The introduction was discussed in the first section of this work. The authors introduced the study's review of
literature in the second section. The methodology utilized in this research, participant selection, instruments
utilized, data collection techniques, and data analysis were all described in the third section. The authors explained
the study's findings in section four. The fifth section included a review of the results and their significance for
Egypt's water sector. Lastly, under section six, the conclusion and future work were outlined.
2. Literature Review
The gap between stakeholders’ needs for essential skills of water program graduates and what Egyptian universities
are teaching has been widening over the last century [5],[6],[9].
There is a need to improve graduates’ key competencies, the skills needed in the workplace, the effectiveness of
coursework in promoting engineering skills, and the usefulness of lab work and design projects in boosting
engineering abilities. Examination of these topics is provided in the following sections.
2.1 Skills demanded by industry
Engineering and science graduates equipped with industry's required skills play a significant role in their success
and prosperity. Industry indicates that knowledge-related and practical skills are equally vital in the workforce.
Some companies suggest that specific practical skills are essential to handle their jobs and required tasks.
Leadership skills are also crucial to solving potential problems in the company. Most importantly, companies
indicate that engineers' interpersonal communication and teamwork skills are essential in the workforce [5].
Even though universities should provide graduates with the skills that companies desire, engineering programs lag
when preparing graduates with the necessary competencies [5]. Atkins [9] studied the employability of British
university graduates, and his findings revealed that a gap existed between industrial companies' demands and
engineering graduates' skill sets. Undergraduate engineering programs could enhance their graduate's degree of
preparedness, so their employment chances improved.
Additionally, Atkins stated that graduates were required to extend their transferable skills at undergraduate and
graduate levels for refined employability [9]. Industrial companies recognize the growing gap between engineering
graduates' skills and those needed for engineering practice. Professionals who work both in the classroom and in the
field have started to emphasize students' transferrable knowledge and technological skills [10].
Ramadi et al. [5] examined the gaps between industry expectations and engineering graduates' skill sets in the
Middle East and North Africa region (MENA). Industrial managers identified and ranked 36 skills for engineering
graduates by importance in the workforce. The outcomes of this research revealed significant gaps between
supervisors' expectations and satisfaction with engineers in all 36 skills. The skills in which supervisors believed
that graduates required the most development were in communication, time management, and knowledge skills.

Baytiyeh and Naja [11] investigated the thoughts of engineering graduates of Lebanese engineering students as a
case study of the Middle East region concerning obstacles in their transformation from the academy to the
workplace. They examined the training of engineers to classify their current work circumstances and their views
toward their educational qualifications. These authors reported three principal difficulties challenging engineering
graduates: communication skills, responsibility expertise, and self-confidence. Engineering students stated that
collaboration between professors and industry is influential in helping them transition from school to industry.
Crumpton-Young et al. [12] surveyed 213 engineering students and 264 professional engineers at the University of
Central Florida on what they considered to be the most vital skills needed in the workforce. Their findings
concluded that communication, problem-solving, and teamwork skills are incredibly critical in the field. The
Center for Technical Communication at the State University of New York examined 208 former students who
affirmed that collaborative skills are essential in the workplace [13]. Moreover, according to Chatarajupalli et al.
[14], companies aim for engineers who are experts at coordinating, designing, and very knowledgeable about their
subject matter.
Collectively, these studies indicate that according to industry, both knowledge-related and practical skills are
critical in the workforce. Some companies have stated that particular learning competencies are essential to their
jobs and duties. Leadership skills are also crucial for overcoming some of a company's potential complications.
Most significantly, employers expect engineers to communicate with each other and work collaboratively [12].
2.2 The importance of coursework in improving engineering skills
The ultimate goal of visionary educational leaders and engineering professors is to enhance their students'
theoretical skills, understand why theories are vital, and teach them how to employ them in practice. Students in
professional programs must practice what they have acquired in the classroom. To help students succeed in the
industry and be competent practitioners, they should have theoretical information which helps in enhancing their
self-awareness, knowledge acquisition, and problem-solving skills.
Unquestionably, rigorous coursework impacts a student's academic life, and engineering students use coursework
to gain vital knowledge to succeed in their educational field. Coursework can increase students' opportunities to
improve their cognitive skills, helping them think with a workforce mindset. Coursework can also help equip
students with the knowledge and skills required from water sector companies [15].
Kovalchuk et al. [16] declared that the current engineering curriculum is not student-centered and does not provide
for various students' learning demands. They stated that engineering professors typically apply to lectures that do
not adequately prepare students for the workplace, including homework and assessments.
Sait et al. [17] researched the impacts of applying design-related problems in specific courses such as the Capstone
Design Project (CDP). The findings show that CDPs increase students' professional skills such as teamwork,
quality assurance principles, ethics, and communication. In addition, they claimed that CDPs could improve the
awareness and understanding of the current domestic and global dilemmas related to civil engineering. The most
crucial justifications for why something happens as expected are presented in theoretical courses [14]. It explains

why one tactic succeeds while another fails. It gives a student a bird's eye view of the entire educational landscape,
generates context, and supports development strategies [18]-[21].
Rigorous coursework seems to influence a student's academic life, and engineering students use coursework to
grasp knowledge that is vital to their academic success. Courses can help students strengthen their cognitive skills
by actively engaging in a workforce paradigm and aid students in developing competencies that water companies
require.
2.3 The role of laboratory work and design projects in improving engineers skills
Scientific laboratories are a school's most essential facilities to elucidate scientific concepts for students and
attempt to put theoretical frameworks into practice to solidify them in a student’s mind, stimulating them to expand
their learning opportunities and try to create, discover, and clarify mysteries in science [22].
Advanced scientific curricula are known to focus on laboratory courses, assessments, and correlations between the
characteristics of things. This can only be successfully done by providing an appropriate laboratory for practical
study because experiment and observation are critical in developing students' perceptions and creative abilities.
Laboratory courses arouse curiosity and develop the ability to observe, accurately record, and draw conclusions
based on facts. They create valuable skills and methodologies and are regarded as one of the pillars of the
educational process. Laboratory courses help build and develop perception and gain a more excellent knowledge of
subjects., boost the teacher's and learner's experience, aids in forming trends and tendencies, and the acquisition of
better skills [23].
Feisel and Rosa [23] stated that laboratory courses equip students with the essential abilities needed in the
workplace. Furthermore, laboratory courses help students design and administer experiments, understand data,
operate in multidisciplinary teams, and reform engineering dilemmas. They added that engineering graduates who
take laboratory courses are more likely to transition smoothly from their undergraduate programs to the workforce.
In addition, they posited that engineering graduates should identify the barriers and the strengths of theoretical
models, improve laboratory tactics, and draw conclusions from the data gathered and interpreted.
Laboratory work can be a beneficial learning experience for students interested in learning industry standards. The
opportunity to create and build hardware might be a pivotal event in a student's undergraduate experience. The
companionships made in research facility groups may outlast time in school. An understudy may get to know their
research mentors better than teachers and depend on them for counsel and letters of recommendation.
Laboratory coursework can cover specific psychomotor aptitudes such as planning and trying, recording,
exploring, translating information, and utilizing state-of-the-art measuring instruments. Providing creativity and
innovation opportunities for students are two of the most critical outcomes of applying for laboratory courses in
engineering curricula [24].
3. Methods
The authors used descriptive research to describe the needed skills for water program graduates in Egypt. Water
programs in Egypt include students from engineering, science, and agriculture. The study was conducted in Egypt

between September 1st
, 2019, and December 31st
, 2019. An online survey was distributed to professional water
engineers and water specialists regarding the “degree of importance” and “level of preparedness” of various student
skills based on Accreditation Board for Engineering and Technology (ABET) standards for engineering.
3.1 Participant
The study population included non-academic professional water engineers and private and public sector personnel
in Egypt. The study sample was selected using the snowball random sampling technique. Snowball sampling is a
non-probability sampling technique under which the specimens comprise rigid properties. This strategy for
recruiting data for a research project wherein the present members reference new participants [28]. Emailed and
web-based surveys receive between 25% and 30% response rates, consistent with typical survey response rates.
The number of people who completed the study was 48, and according to Lavrakas [29], this can be considered a
good sample size to obtain the desired level of significance [30]. The contact information for the professionals was
obtained by asking Egyptian partner universities to provide contact information of professional water engineers and
private and public sector personnel they know.
3.2 Instrumentation
In this study, a quantitative design approach was employed. The developed questionnaire solicits information from
water specialists working in water-related companies in Egypt. The contents of the questionnaires were structured
according to the ABET standards for civil engineering graduates.
The authors distributed a Qualtrics [32] online survey to the study respondents by sending the questionnaire via
social media and emails. The questionnaire’s final form consisted of two parts; the first part was designed to collect
demographic information about respondents. The second part consisted of questions regarding five primary skill
areas required by water program graduates. The five primary skill areas were knowledge/experience skills,
practical and professional skills, transferable skills, intellectual skills, and specific technical skills. Participants
were asked to rate the skills for each skill area based on their importance in the discipline and their impression of
recent graduates’ preparedness toward each skill. To place the importance of each skill, a 5-point Likert scale was
used.
3.3 Data collection
The online survey's data collection procedure was disseminated to professional water experts and water specialists
to determine the “degree of importance" and "level of preparation" for various skills students should have based on
ABET engineering standards. Over several months, data were gathered from a large number of participants,
resulting in a large amount of input. All of the incomplete replies were eliminated from the final analysis. As a
result, 48 survey responses remained, each comprised completed surveys to all Likert-scale questions.
3.4 Validity and reliability
The degree to which a questionnaire measures what it is supposed to measure can be defined as its validity. Validity
is concerned with the level of accuracy of a questionnaire. Validity is the answer to the question, "Does the study
shows what it shows?" in the context of survey research. All of the questions used in the questionnaire are based on

the ABET students’ standards and the requirements of Egyptian faculty members and professional water
specialists. The questions are assured to be legitimate because most of the questions developed in this questionnaire
relate to ABET student outcomes.
To check the questionnaire's reliability, the authors completed various face-to-face and online meetings with
multiple faculty members in the Egyptian universities and water professionals in the different companies in Egypt.
The authors asked participants to provide feedback and comments regarding the quality and quantity of the
questions in the questionnaires. Their feedback and comments were considered, and the questionnaires were
modified based on these comments and feedback. To calculate the reliability or internal consistency of the
questionnaires, the authors calculated the Cronbach’s alpha value [25], which is found to be 0.78. This value is
considered a high value and provides a good indication of how close the set of questions in the questionnaires are
related to each other as a group.
3.5 Statistical analysis
The data analysis included processing the data using the Statistical Package for the Social Sciences (SPSS) program
to find their means and standard deviations. Responses were exported from the Utah State University Qualtrics
website and imported to the SPSS software. To describe the participants’ demographics, the counts and frequencies
for each variable were calculated. Moreover, the Cronbach Alpha Formula was used to calculate the stability
coefficient. Cronbach's alpha is used to measure the reliability or internal consistency and was invented by Lee
Cronbach in 1951. Consistency can sometimes be known as "reliability." Cronbach's alpha test is used to check the
reliability of various Likert - type survey questions. These questions assess dependent variables or variables that are
hidden or unquantifiable [31].
4. Results
4.1 Participant’s demographics
Table 1 lists the demographics of the study sample. It can be seen from the table that most of the respondents are
males (66.7%), and out of the 48 participants, 58.3% have a post-graduate degree. The participants were roughly
evenly distributed in the private and public sectors, while two were self-employed. Most of the participants (45.8%)
had more than ten years of experience. The participants were distributed among management, consultant,
researcher, administrative staff, and trained professional engineers.
Table 1. Participants Demographic Information
Variable Category N (%)
Gender
Male 32 (66.7%)
Female 16 (33.3%)
Total 48 (100%)
Educational level
Graduate 20 (41.7%)
Postgraduate 28 (58.3%)
Total 48 (100%)

Employer
Private sector 25 (52.05%)
Public sector 21 (43.75%)
Self-employed 2 (4.2%)
Total 48 (100%)
Experience
Less than five years 15 (31.3%)
5 to 10 years 11 (22.9%)
11 to 15 years 22 (45.8%)
Total 48 (100%)
Job title
Management 16 (33.3%)
Administrative Staff 7 (14.5%)
Consultant 14 (29.2%)
Researcher 8 (16.7%)
Trained Professional Engineer 3 (6.3%)
Total 48 (100%)
4.2 Importance of the water engineering-related skills in Egypt
The water engineering-related skills were classified into five major categories, and the mean and standard deviation
(SD) for each of these categories are shown in Table 2. Table 2 indicates that the “degree of importance” and the
“level of preparedness” for each type are different. For instance, transferable skills have a 3.88 “degree of
importance” and 3.21 “level of preparedness,” which strongly indicates a gap between academic preparation and
the importance to the industry. It shows that water graduates are not prepared well in this category even though it is
essential. All five types of skills showed the same trend.
Table 2. Importance and Preparedness for each main Category of skills
Knowledge/Experience Mean SD
Degree of Importance
Knowledge/Experience Skills 3.76 1.06
Practical and Professional Skills 3.38 1.20
Transferable Skills 3.88 1.26
Intellectual Skills 3.80 1.09
Technology Skills 3.97 1.21
Level of Preparedness
Knowledge/Experience Skills 3.01 0.96
Practical and Professional Skills 2.85 0.93
Transferable Skills 3.21 0.87
Intellectual Skills 2.72 1.02
Technology Skills 3.25 0.96

4.3 Students’ preparedness toward the water programs skills
Table 3 shows the students' preparedness for each of the skills arranged in descending order according to their level
of importance. Table 3 indicates that the skills necessary to a water graduate's success in Egypt are not the skills that
students are well prepared for. For instance, appropriate computer programs and information technology in the
water sector and hydraulic structure has a 4.11 degree of importance, whereas it has a 3.09 level of preparedness.
This is also true for Geographic Information System (GIS) software with a 4.76 importance level, whereas it has a
3.05 preparedness level. Furthermore, the ability to effectively manage tasks, times, and resources categorized in
the transferable skills, has a 4.71 importance level and 2.31 preparedness level. This lack of preparation highlights
the gap between academia and industry in the water sector in Egypt, which has substantial negative impacts on the
graduates. Another significant result in Table 3 is that most water graduates in Egypt are prepared well in skills that
are not as important to the industry. For instance, Demonstrating knowledge of the technical language and report
writing techniques has a 4.25 degree of preparedness, but it has a 3.72 importance level. This is also true for the
Acquire interpersonal skills, categorized as transferable skills, which have a 4.03 level of preparedness but have a
3.05 level of importance.
Table 3. Importance and Preparedness for the most demanded skills within a Skills Category
Skills Category Statement
Importance
level
Preparedness
level
Technology Skill GIS Software 4.76 3.05
Transferable Skills
Communicate effectively and demonstrate
presentation skills
4.71 3.44
Transferable Skills Effectively manage tasks, time, and resources 4.24 2.31
Knowledge/Experience
Skills
Use appropriate computer programs and
information technology in the field of water
engineering and hydraulic structures
4.11 3.09
Intellectual Skills
Assess and evaluate different techniques and
strategies for solving engineering problems
4.06 2.75
Skills
Recognize the basic properties of water and
principles of design for different flow systems,
reservoir operation, irrigation, and drainage
networks, water and wastewater networks,
pumping stations, and water resources
management
4.06 2.12
Transferable Skills
Collaborate effectively within a multidisciplinary
team
3.87 3.31
Technology Skill Online Data Access 3.81 3.65
Intellectual Skills
Select and design adequate water control
structures, irrigation and water networks,
sewerage systems, and pumping stations
3.78 2.88
Skills
Demonstrate knowledge of the technical language
and report writing techniques
3.72 4.25
Skills
Recognize the design elements, processes, and a
system related to water engineering
3.69 2.88

Skills Category Statement
Importance
level
Preparedness
level
Practical and
Professional Skills
Practice professional construction management
skills. Prepare technical drafts and detailed
drawings, both manually and using
Computer-Aided Drawing (CAD).
3.63 3.03
Intellectual Skills
Analyze and select codes of practices in designing
reinforced engineering concrete and metallic
structures of all types. Determine the levels,
styles, and design systems of building
foundations, tunnels, and excavations
3.56 2.53
Practical and
Professional Skills
Demonstrate a professional working knowledge
of selected commercial software for the design of
water and wastewater networks
3.56 3.1
Skills
Identify methodologies of solving engineering
problems, data collection, and interpretation
3.53 3.24
Transferable Skills
Work in a stressful environment and within
constraints
3.53 2.94
Skills
Outline and confirm the importance of
professional ethics and socio-economic impacts
of engineering solutions on society and the
environment
3.47 2.47
Practical and
Professional Skills
Use computational facilities and techniques,
measuring instruments, workshops, and
laboratories equipped to design experiments,
collect, analyze, and interpret results
3.38 2.75
Technology Skill Data Acquisition Equipment 3.35 3.06
Practical and
Professional Skills
Professionally merge the engineering knowledge,
understanding, and feedback to improve the
design, products, andor services
3.18 3
Practical and
Professional Skills
Create andor re-design a process, component, or
system, and carry out specialized engineering
designs
3.13 2.38
Transferable Skills Acquire entrepreneurial skills 3.05 4.03
5. Discussions
Having well-prepared water program graduates equipped with the demanded technical skills will increase the
industry's success [12]. The data collected in this research indicates the existence of gaps between academic
preparation and the needs of the water industry in Egypt. Despite Egypt’s abundance of natural water resources, the
gap still increases and negatively impacts the water graduates by limiting their employment opportunities. The lack
of employability for water graduates can severely impact them by negatively contributing to their academic
performance, behavior, and enrollment and retention rates in water programs.
Looking at the knowledge and experience skills, participants felt a disconnect between the level of preparedness
and the degree of importance for some of the required skills, such as the knowledge to practice, construction

management skills, and the ability to demonstrate a professional working knowledge of commercial software. On
the other hand, graduates are prepared in skills as using computational facilities and methods, measuring
instruments, workshops, and laboratories equipped to design experiments, collect, analyze, and interpret results.
Water program graduates in Egypt can create and design processes, develop systems, and carry out specialized
engineering design projects. Streiner et al. [26] discussed global competency as essential to improve engineers'
knowledge skills. Global competency can be defined as having an open-minded work environment and respecting
cultural norms and expectations, leveraging this gained knowledge to interact, communicate, and work effectively
outside one's environment [27]. The results are also consistent with Adeyemo et al. [18], who claimed that
knowledge and experience skills are among the topmost needed skills graduates should possess.
Looking at practical and professional skills, participants believed that water program graduates in Egypt are well
prepared in some skills that are not as important to the industry, such as the ability of planning, supervise, and
monitor the implementation of water projects, discussing contemporary engineering topics, demonstrating
fundamental knowledge of environmental management with particular emphasis on aquatic systems, and
classifying characteristics of engineering materials related to water programs. The degree of importance for those
skills is relatively low since water graduates acquire such skills as experience improves. The questionnaire results
showed that some skills are less critical for the industry, while the level of preparedness of water graduates in these
skill areas is high. The ability to use appropriate computer programs and information technology in the field of
water and hydraulic structures, recognition of fundamental properties of water and principles of design for different
flow systems, reservoir operation, irrigation, and drainage networks, water and wastewater networks, pumping
stations, water resources management, identification of methodologies of solving engineering problems, data
collection, and interpretation are examples of those skills where students are very well prepared. Chan and Fishbein
[19] argued that engineers should know professionalism in their practice.
The way of thinking and contemporary understanding of water program issues can be interpreted as “intellectual
skills.” They can be defined as the techniques somebody can apply to judge or regulate knowledge and information.
The questionnaire results showed that participants agree upon the disconnect between preparedness and the
importance of these skills in new water program graduates. The results indicated that graduates are not prepared
well to recognize the basic properties of water and design principles for different flow systems, reservoir operation,
irrigation, and drainage networks, water and wastewater networks, pumping stations, and water resources
management. They are also not prepared to analyze and select codes of practices in designing reinforced
engineering concrete and metallic structures of all types and determine the levels, styles, and design systems of
building foundations, tunnels, and excavations.
On the other hand, graduates are very prepared to assess and evaluate different techniques and strategies for solving
engineering problems. The results confirm that graduates are prepared in skills that are not critical to water
companies, highlight the gap between academic and non-academic settings, and make developing and updating
water curricula a must. When it comes to “transferable skills,” many scholars refer to them as the ability and
expertise that can be applied in various sectors and occupations, such as communication skills, interpersonal
motivation, organization skills, and teamwork capabilities. In this study, participants were asked to evaluate the

degree of preparedness and the level of importance for water graduates related to transferable skills. Results
showed that graduates are not prepared with inefficient communication and presentation skills, working in a
stressful environment within constraints, and collaborating effectively within a multidisciplinary team.
In contrast, these skills respectively are essential to water companies. Furthermore, results showed that students are
well prepared in other transferrable skills (i.e., applying a holistic approach when dealing with water resources,
developing negotiation and arbitration skills, and leading and motivating individuals) that are not crucial to the
water sector companies. Looking at technological skills, participants feel that online data access, GIS software, and
data acquisition equipment skills are vital to water companies. Still, water graduates' level of preparedness is
insufficient, suggesting that these skills should be enhanced in the curricula to improve students' contribution to
water sector companies.
The limitations of this study include the online distribution of the questionnaire, which may lead to untrusted
responses. Moreover, using a self-reported questionnaire makes it challenging to validate water graduates’ actual
knowledge of any topic. The response rate might introduce a selection bias with an overestimation of several pieces
of evidence. The web-based methodology could also lead to the under-representation of water programs in Egypt
with limited access to Internet services. Moreover, the bias in selecting sample participants is another limitation of
this study. Despite these limitations, however, study findings indicate areas of improvement necessary to improve
water engineering programs in Egypt.
6. Conclusions
This study aimed to determine the primary skills demanded of water graduates in Egypt and the degree of
preparedness required for those skills at graduation. From the results of the questionnaire, students are not well
prepared in the various skills that are critical to the industry, such as Practice professionally - construction
management skills and preparation of technical drafts and detailed drawings both manually and using
Computer-Aided Drawing (CAD), communicate effectively and demonstrate presentation skills, work in a stressful
environment and within constraints. Furthermore, results also show that graduates are prepared in skills that are less
important to water companies, such as assessing and evaluating different techniques and strategies for solving
engineering problems, leading, and motivating individuals, develop negotiation and arbitration skills.
To prepare water programs to graduate students valued by industry, the water program curriculum should be
modified to deliver the skills necessary to meet the demands of the Egyptian water sector. Water program courses
should consider the results of this survey to improve course content and delivery to meet the needs of professional
engineers and resource management specialists. Curriculum modifications and interactive teaching approaches
should be adopted to prepare students with these competencies. The survey results may have water science,
agriculture, and engineering applications in other developing countries in Africa and the Middle East.
For future research, obtaining more stances on the most demanded skills for water graduates in Egypt and its
implication on the taught curricula will be an emphasis for future studies. Similarly, following the contemporary
topics and the globalized industry needs in the water sector in Egypt and worldwide are crucial thoughts to keep in
mind while developing the curricula based on the demanded skills by industry.

Acknowledgment
This material is based upon work supported by the United States Agency for International Development (USAID)
under Grant No. USAID-Egypt NFO: 72026318RFA00002. Any opinions, findings, conclusions, or
recommendations expressed in this material are those of the author(s) & do not necessarily reflect USAID's views.
Author’s Contributions
All authors contributed to the study's conception and design. The questionnaire preparation was performed by
Professors Kurt Becker, Ryan Dupont, and David Stevens. Mohammad Al Mestiraihi performed the data collection
and analysis. Mohammad Al Mestiraihi wrote the first draft of the manuscript and all authors commented on
previous versions of the manuscript. Finally, all authors read and approved the final manuscript.
Declarations
Source of Funding
This research was supported by the United States Agency for International Development (USAID) under Grant No.
USAID-Egypt NFO: 72026318RFA00002.
Competing Interests Statement
The authors declare no competing financial, professional and personal interests.
Consent for publication
Authors declare that they consented for the publication of this research work.
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Author Biographies
Mohammad Al Mestiraihi is a Ph.D. Candidate in the Engineering Education Department at Utah State
University. Before joining USU, Mohammad was a Master's student in the Electrical and Computer Engineering
Department at Oklahoma State University. Mohammad also holds another Master's degree in Computer
Engineering from Jordan University of Science and Technology (JUST) in Jordan. Besides, Mohammad also has a
Bachelor's degree in Computer Engineering from Al Yarmouk University in Jordan. Complemented with his
educational degrees, Mohammad has more than five years of teaching experience at Najran University, Saudi
Arabia. Currently, Mohammad is working toward getting his Ph.D. degree from the Engineering Education
Department under Professor Kurt Becker's supervision.
Kurt Becker is a professor in the department of engineering education, and his areas of research include
engineering design thinking, adult learning cognition, engineering education professional development, and
technical training. He is currently working on National Science Foundation-funded projects exploring engineering
design systems thinking and several GEAR UP STARS projects funded by the US Department of Education. He
has extensive international experience working on technical training and engineering education projects funded by
the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has
worked include Armenia, Bangladesh, Bulgaria, China, Egypt, Macedonia, Poland, Romania, and Thailand.
Ryan Dupont has more than 35 years of experience teaching and conducting applied and basic research in
environmental engineering at the Utah Water Research Laboratory at Utah State University. His main research

areas have addressed soil and groundwater bioremediation, stormwater management via green infrastructure, field
remediation technology demonstration, and treatment system performance verification. He received a BS degree in
Civil Engineering and MS and Ph.D. degrees in Environmental Health Engineering from the University of Kansas,
Lawrence. Dr. Dupont has been a Professor of Civil and Environmental Engineering at USU since 1995, served as
the Head of the Environmental Engineering Division for ten years, was instrumental in establishing an
Undergraduate Degree in Environmental Engineering at USU, and has been responsible for attracting more than $6
million in extramural funding through the Water Research Lab since joining the faculty in 1982. Dr. Dupont is a
Sigma Xi, Tau Beta Pi, Chi Epsilon, the American Society of Civil Engineers, the Water Environment Federation,
Engineers without Borders, and the Air and Waste Management Association. Dr. Dupont was recognized as an
Outstanding Young Engineering Educator by the American Society of Engineering Education in 1988 and was a
2015 recipient of the Richard I. Stessel Waste Management Award for “distinguished achievement as an educator
in the field of waste management” from the Air and Waste Management Association.
David Stevens is a professor in the Department of Civil and Environmental Engineering at Utah State University
since 1986, and his area of research includes Watershed Water Quality Modeling, Monitoring, Mathematical
Modeling of Surface Waters, Biological Treatment, Biological and Chemical Remediation of Contaminated Soils,
Environmental Statistics Applications. David Stevens has a B.S. in Civil Engineering from Tufts University,
Medford, MA, in 1976 and a Ph.D. in Civil and environmental engineering from the University of Wisconsin –
Madison in 1983. David Stevens has more than 200 research articles in civil and environmental engineering.

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