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Recent engineering industry-based research has identified a number of skill deficiencies in SKILL DEFICIENCIES OF ENGINEERING GRADUATESn this section of the paper we deal briefly with two issues. These are: what evidence is there to support the claim of skill deficiencies in graduating engineers and what are these skill deficiencies?

Effective communication amongst pharmacists, especially clinical pharmacists, physicians, nurses, patients, patients’ families and relatives and health care personnel is essential. Poor communication does not only lead to frustration and lack of respect among professions but also may compromise patient care if important information is misunderstood, ineffectively conveyed, or left out. This research explores clinical pharmacy students’ and clinical pharmacy graduates’ attitudes towards the relevance and importance of learning communication skills in their pharmacy careers in the United Arab Emirates. For the purposes of this study, Rees, Sheard, and Davies’ (2002) Communication Skills Attitudes Scale (CSAS) is used to measure pharmacy students’ and pharmacy graduates’ attitudes towards communication skills learning. Although this measure was originally designed to measure medical students’ attitudes towards communication skills learning in a European country, the results obtained from our study are not dissimilar to those reported by Rees et al. (2002) in their study. The paper concludes with some practical suggestions for pharmacy experts in charge of pharmacy communication courses.

This study reports on engineering graduates' labour market requisite communication competences and skills in the work environment in the United Arab Emirates (UAE). Its main purpose was to investigate whether internationally required engineering graduates' communication competences were the same in third world countries or different. It used a survey to collect responses from major engineering companies operating in the seven emirates federation forming the UAE. The researchers conducted semi-structured interviews with some of the participants to seek clarifications on some of the survey responses. Results indicted similar market demands to those reported in international research with differences in preferences and ranking of competences. The conclusions reported are based on the responses given in the surveys. Future research may follow up some engineering graduates and find out how they perform in labor market environments. The findings show that although engineering labor market demands are in line with global market demands, they; nevertheless, indicate differences in the ranking and importance of the required competences and skills. This has significant implications for engineering course designers. Keywords: Global Engineer; Engineering Labor Market Demands in UAE; Engineering Communication; Engineering Graduates' Competences & Skills INTRODUCTIONngineering graduates' requisite communication competencies and skills have been of interest to higher education accreditation agencies, academicians, researchers and the industry all over the world. The past three decades have witnessed an increasing number of engineering job requirements surveys publishing details of employability skills employers seek in their prospective engineers. Some such studies (Australian Council for Educational Research, 2001;Hill & Petty, 1995; Holden & Hamlett, 2007;Levenson, 2000;Patil & Codner, 2007;Prescott et al., 2012; etc.) have noted that employers stress that prospective engineers should entertain and demonstrate the following employability skills: 1)Efficient oral and written communication skills 2)Interpersonal skills with colleagues and clients 3)Leadership skills 4) Problem-solving skills 5)A clear understanding of social responsibility and ethical practices 6) Emotional intelligence 7)Ability to take initiative 8)Time management skills 9) Ability to work under pressure 10)Teamwork skills and ability to work in multidisciplinary and multicultural teams 11) "Global mobility" (Patil and Godner, 2007, p. 649). As a result and in line with the calls for mobile global engineering graduates and the requirements of the Accreditation Board for Engineering and Technology (ABET), engineering colleges have become increasingly aware of the need to provide more than the traditional technical discipline-based education for their students, realizing the fact that sound knowledge of engineering theory and practice alone is no longer sufficient to meet the demands of the market place. Consequently, students graduating from engine...

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