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The transition from university to a career in engineering is a challenging process. This study examined the perceptions of engineering graduates regarding the difficulties they encountered in their transition from the university to the workplace. Lebanese practising engineers (n = 217), living around the world, were surveyed to identify their current employment situations and their attitudes toward their academic preparation. Factor analysis revealed three main challenges facing engineering graduates: communication; responsibility; self-confidence. Seventeen interviews were conducted to gather information on ways to facilitate this transition. Comments reflected the need for better collaboration between engineering schools and engineering firms. The results will provide insight for engineering colleges, faculty members and administrators into the challenges faced by graduates and their aspirations for a smoother transition into employment.

Purpose – The purpose of this paper is to investigate the effects of awareness and beliefs on college students’ preparedness for earthquake risks in Lebanon. Design/methodology/approach – A questionnaire was used to investigate Lebanese college students’ (n=901) perceptions and preparedness for earthquake hazards. Three factors were assessed to determine students’ disaster preparedness (DP): hazard and vulnerability awareness (HVA), fatalistic beliefs (FB) and denial beliefs (DB). Findings – The findings indicate an above average level of earthquake HVA among college students. Although the results do not reflect a high tendency towards DB, participants showed some inclinations to FB. Multiple regression showed that earthquake HVA plays the most important role in determining earthquake preparedness while denial and FB have a negative effect on DP. Fatalism is embedded in Middle Eastern societies, so higher education institutions are urged to increase the preparation knowledge of college students. Originality/value – This study offers a discussion of the interaction of awareness and belief factors and their effects on vulnerable communities.

Purpose – The purpose of this paper is to discuss the unique and necessary role that Middle Eastern educational institutions must play to reduce the negative influence of fatalism regarding risk perception and disasters. Design/methodology/approach – This paper is based on conceptual analysis and real situational cases to confirm the existing fatalistic attitudes in the Middle Eastern communities and shows how education can be used to reduce and limit the negative effects of such fatalism on earthquake risk mitigation. Findings – The paper calls for the integration of critical thinking along with disaster risk education throughout the schools’ system to reduce the dominating culture of fatalism and to facilitate the implementation of disaster risk reduction strategies in the Middle Eastern communities. In addition, the assistance of the religion instructors and clergy, in reducing fatalistic attitudes has positive implications. Originality/value – The paper represents an effort to accelerate the implementation of earthquake disaster risk reduction strategies in the Middle Eastern vulnerable communities. It uncovers the mask on one of the most critical social issues that has for long time hindered social progress in the Middle East region.

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