Download
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
May 2014 PowerPoint Presentation

May 2014

681 Views Download Presentation
Download Presentation

May 2014

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. 2014 Final Year Engineering Student Survey – Western Canada ReportConducted by Ipsos Reid on behalf of Engineers Canada May 2014

  2. Table of Contents Research Objectives 3 Methodology 4 Key Highlights 5 Executive Summary 7 Future Plans 11 Intention to Apply for Licensure 20 Licensing Knowledge 31 Knowledge of Association of Professional Engineers 37 Knowledge of Professional Engineers Act 40 Career Assessment Tool 43 Demographics 48 Additional Analysis: Impact on Intention to Pursue Attendance at Workshop/Seminar 53 Knowledge of PEA 56 Knowledge of Licensing and Roles 59 Knowledge of Organizational Responsibility 62

  3. Research Objectives The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs at Canadian universities do or do not intend to apply for their license.  In order to achieve this objective, the research seeks to understand the following: • The future career and/or education plans of final year engineering students; • The percentage of final year engineering students who intend to pursue a career in Engineering and the percentage who intend to apply for their P.Eng licence; • Final year engineering students’ level of knowledge of the Professional Engineers Act of their province.

  4. Methodology The online survey was conducted between January 27 to March 14, 2014 with final year engineering students. All university Faculties of Engineering with CEAB accredited programs were invited to participate in the study and were asked to send the online survey to all final year engineering students registered in their Engineering program. The link to the online survey was sent to the universities and each school was requested to send the survey link to all qualified students on January 27, 2014. The survey was offered in both English and French. A total of 39 universities participated in the research and 2,046 students completed the survey. Within Western provinces specifically, 11 schools participated and a total of n=606 students completed the survey. The margin of error for this study on the overall data (n=606) is ± 4.0%, 19 times out of 20.

  5. Key Highlights Compared to last year, we have observed declines in terms of students’ intentions to pursue a career in engineering and their intention to apply for licensure. While overall intentions on these measures remain strong, the softening of intentions is worth noting and something which should be monitored moving forward. • While the vast majority of students continue to report they are likely (definitely/ probably) to pursue a career in engineering (94% vs. 97%), this is lower than in 2013. The proportion of students who definitely will pursue a career in engineering has declined directionally year over year (70% vs. 75%). • Eight in ten (82%) final year engineering students intend to go into the workforce immediately after graduating with their bachelors degree in Engineering, down from last year (87%). • While more than eight in ten of all students indicate they are likely (definitely/ probably) to apply for licensure (83% vs. 90% in 2013), this figure has dropped since last year, specifically those who definitely will pursue their P.Eng. Licence (53% vs. 66%), while there has been a directional increase in those who probably will (30% vs. 24%). • The proportion of students who indicate that when they began their studies they definitely intended on pursuing a career in engineering has declined year over year (62% vs. 71%), while those who were likely to do so has increased (34% vs. 25%).

  6. Key Highlights (cont’d) There have also been some negative shifts in terms of students’ knowledge regarding the engineering profession year over year. Compared to 2013, we notice declines in students’ knowledge about certain aspects of the engineering profession, including: Students are less likely to be aware that a license is required to use the title ‘Engineer’ (67% vs. 73%). In terms of organizational responsibility, students are less likely to think that the respective provincial engineering association licenses companies offering engineering services (55% vs. 63%).

  7. Executive Summary Future Intentions: Continuing Education Versus Entering Workforce • Eight in ten (82%) final year engineering students say they intend to go into the workforce after graduating with their bachelors degree in Engineering, while one in ten (10%) students intend to pursue more education. • Of those who plan to pursue more education, a majority intend to get their graduate degree in Engineering (64%), while two in ten plan to pursue another professional degree (19%) and fewer than one in ten plan to pursue a graduate degree in another area (6%) or an MBA (5%). • Among those students who plan to pursue more education, nearly three in ten intend to study in British Columbia (27%), followed by two in ten who plan to go to Alberta (21%). Future Intentions: Engineering Career • Over nine in ten (94%) students say they are likely to pursue a career in engineering, of which seven in ten definitely will (70%) while one quarter probably will (24%). Fewer than one in ten students probably (5%) –or- definitely (1%) will not pursue a career in engineering. • The top reason for not pursuing a career in engineering continues to be that engineering is not what they thought it would be (37%). Other common mentions include that there are better employment opportunities elsewhere (16%), that they never intended to pursue a career in engineering (11%) or that there are opportunities to earn more money elsewhere (11%). • Almost all (96%) students say that when they began their studies they planned to practice engineering upon completion of their program. Six in ten students began their undergraduate studies with a definite intention to pursue an engineering career (62%), while one-third said it was likely (34%).

  8. Executive Summary (continued) Future Intentions: Engineering Career (continued) • Virtually all students (97%) who intend to pursue a career in engineering after graduating say they were definitely(65%) or likely (33%) to intend to pursue a career in the engineering field when they began their studies. • Of the small number who do not intend to pursue a career in the engineering field, three quarters (74%) indicate they were definitely (26%)or likely (47%)to plan on pursuing a career in engineering when they began their studies, while one quarter say that was never their intention (26%). Future Intentions: Pursue Licensure • More than half of all students (53%) indicate that they definitely intend to apply for licensure, while a further three in ten (30%) say they probably will. Around one in ten probably/ definitely won’t apply (10%) or don’t know (7%) • Among those students who specifically plan to pursue an engineering career, nearly six in ten (56%) indicate they definitely will and 31% probably will pursue their licence. • Of those who do not intend to immediately pursue their license, two in ten indicate that they probably or definitely will apply for licensure sometime down the road (22%), while two thirds do not foresee themselves applying in the future (66%). • The most commonly cited reasons for not everpursuing their license are lack of interest (40%), that it is not necessary for their career plans (26%) or that they have plans to pursue a different career path altogether (21%). • Once informed that a P. Eng is required to practice engineering, three in ten (29%) students who did not intend to pursue their licence change their mind and indicate they are probably or definitely likely to do so.

  9. Executive Summary (continued) Future Intentions: Pursue Licensure (continued) • Of those who intend to pursue their licence, the majority plan to do so within one year (59%), of which four in ten will do so within six months (42%). Two in ten plan to apply after a year (20%) or remain undecided (21%). • Among those students who plan to wait more than a year to apply for licensure or are unsure, the vast majority (85%) cite the desire to get more required work experience before applying for licensure. • Upon learning that the fee for the first year of the Engineering-in-Training [EIT] program can be waived if they apply within six months of graduation, more than nine in ten (94%) students who originally intended on waiting more than six months to apply are now very (64%) or somewhat (30%) likely to do so within that timeframe. Knowledge of Engineering Profession • Over eight in ten students (84%) know that engineering is regulated by legislation. Around one in ten students are unsure (7%) or believe the profession is not regulated (9%). • Students’ knowledge of the Professional Engineers Act of their respective province is varied, one third report having a fair amount of knowledge (35%), half say they know just a little (49%) while very few know a lot (2%). One in ten have heard of it, but know nothing about it (10%) and only 4% have never heard of the Act. • The vast majority of students know that a licence is required to perform engineering work independently (86%), while two thirds are correct that a licence is required to use the title ‘Engineer’ (67%). Eight in ten know that a license is not required to practice engineering work under the supervision of a P.Eng (78%).

  10. Executive Summary (continued) Knowledge of Engineering Profession (continued) • Nine in ten students are able to correctly identify that their respective provincial engineering association is responsible for licensing engineers (92%) and that it also regulates the practice of professional engineers (88%). Comparatively, seven in ten students know that CEAB is the organization that accredits University engineering programs (69%). • Students are less certain about which organization licenses companies offering engineering services, more than half believe it is the respective provincial engineering association (55%), while three in ten think it is CEAB (30%) and one quarter don’t know (23%). Appetite for Career Assessment Tool • At more than eight in ten (84%), the vast majority of students think it would have been very (44%) or somewhathelpful (40%) to have had a tool in high school that would help determine if they would have been a good fit for engineering studies. • A similar proportion of students (83%) feel that a career assessment would be helpful, of which four in ten indicate it would be very helpful (41%) or somewhat helpful (42%). • Most students feel that a career assessment tool would be most helpful in their 3rd year of school (42%), followed by three in ten who mention 4th year (28%), two in ten who say 2nd year (22%), and one in ten who mention 1styear (9%). • Only 3% of students report being aware of Engineers Canada’s Career Focus program.

  11. Future Plans

  12. Plans After Graduation • At eight in ten, the vast majority of students intend on going into the workforce after graduation, lower than in 2013, while one in ten plan to pursue more education. • Among those who plan to further their education, two thirds plan to pursue a graduate degree in engineering, while two in ten plan to pursue a professional degree , and fewer than one in ten plan to pursue a graduate degree in another area or an MBA. Educational Intentions Current Plans After Graduation Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=484); 2014 (n=606) Q13. Which of the following best describes the education you plan to pursue? Base: Respondents who said “more education” in Q12, 2013 (n=48); 2014 (n=63).

  13. Location of Anticipated Graduate Education • Among those students who plan to pursue more education, nearly three in ten intend to study in British Columbia, followed by two in ten who plan to study in Alberta and around one in ten who intend to go outside Canada, or study in Ontario or in Manitoba. Location of Graduate Intentions Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation 2013 (n=48); 2014 (n=63)

  14. Intention to Pursue Engineering Career • Over nine in ten students intend on pursuing a career in the engineering field after completing their education, lower than in 2013. Do You Plan to Pursue a Career in the Engineering Field? Yes(Top 2 Box) 2014: 94% (n=568) 2013: 97%(n=467) No(Low 2 Box) 2014: 6% (n=38) 2013: 4%(n=17) Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=484); 2014 (n=606)

  15. Reasons for Not Pursuing Engineering • The top reason for not pursuing a career in engineering is that engineering is not what they thought it would be. Other common mentions include that there are better employment opportunities elsewhere, that they never intended to pursue a career in engineering and that there are opportunities to earn more money elsewhere. Due to small base sizes, results should be interpreted with caution. Reasons for Not Pursuing Engineering Q16. What is the primary reason you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 2013 (n=17); 2014 (n=38)

  16. Intended Career Outside of Engineering Intended Career Outside of Engineering(Does Not Plan to Pursue Engineering Career) Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14,2013 (n=17); 2014 (n=38) Mentions may add to more than 100% as respondents were able to provide more than one response Among those who do not intend to pursue a career in Engineering, medicine, research, architecture and marketing represent the top career options. Due to small base sizes, results should be interpreted with caution. Compared to 2013 there has been a decline in the proportion who cite miscellaneous other mentions.

  17. Career Plans When Studies Commenced Did You Plan to Practice Engineering When You Began Your Studies? Yes(Top 2 Box) 2014: 96% (n=581) 2013: 96%(n=466) No(Low 2 Box) 2014: 4% (n=25) 2013: 4%(n=18) Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All Respondents 2013 (n=484); 2014 (n=606) Virtually all students (96%) say that when they began their studies they planned to practice engineering upon completion of their program, of which six in ten indicate they definitely intended to do so, while one third felt it was likely. Compared to 2013, students are less likely to indicate they definitely intended to do so, while more indicate it was likely.

  18. Current and Prior Career Intentions (among students who intend to pursue a career in engineering) Yes(Top 2 Box) 2014: 97% (n=553) 2013: 97%(n=453) No(Low 2 Box) 2014: 3% (n=15) 2013: 3%(n=14) Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who began their studies with the intention of pursuing a career in engineering 2013 (n=467); 2014 (n=568) Virtually all students who intend to pursue a career in engineering say they were definitely or likely planned to do so when they began their studies. Compared to 2013, fewer students indicate that they definitely were planning on pursuing a career in engineering when they began their studies, while more indicate it was likely.

  19. Current and Prior Career Intentions (among students who do not intend to pursue a career in engineering) Yes(Top 2 Box) 2014: 74% (n=28) 2013: 76%(n=13) No(Low 2 Box) 2014: 26% (n=10) 2013: 24% (n=4) Q18. Base: Students who when they began their studies did not intend to pursue a career in engineering 2013 (n=17); 2014 (n=38) Of those who do not intend to pursue a career in the engineering field, three quarters indicate they were definitely or likely to plan on pursuing a career in engineering when they began their studies. Due to small base sizes, results should be interpreted with caution.

  20. Application Intentions for Professional Engineering Licensure

  21. Intention to Apply for Licensure Do You Intend To Apply for Licensure? Yes(Top 2 Box) 2014: 83% (n=503) 2013: 90%(n=433) No(Low 2 Box) 2014: 10% (n=58) 2013: 6% (n=30) Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=484); 2014 (n=606) At more than eight in ten, the vast majority of students intend on applying for licensure, of which more than half definitely will, lower than in 2013, while three in ten probably will, higher than in 2013. About one in ten do not intend on applying for their P. Eng or don’t know.

  22. Intention to Apply for Licensure- Pursuing Engineering Career Do You Intend To Apply for Licensure? Yes(Top 2 Box) 2014: 87% (n=494) 2013: 91%(n=427) No(Low 2 Box) 2014: 5% (n=32) 2013: 4%(n=20) Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who intend to pursue a career in the engineering field 2013 (n=467); 2014 (n=568) Among those students who intend to pursue a career in engineering, nearly six in ten definitely intend to apply for licensure, lower than in 2013, while a further three in ten probably will, higher than in 2013. Less than one in ten probably/definitely won’t apply or don’t know.

  23. Foresee Applying in Future P.Eng. • Of those students who do not plan on applying for licensure, two thirds do not foresee themselves applying in the future, while two in ten feel that they definitely or probably will apply for licensure sometime down the road and one in ten don’t know.Due to small base sizes, results should be interpreted with caution. Do You Ever Foresee Yourself Applying for Licensure? No(Low 2 Box) 2014: 66% (n=38) 2013: 50% (n=15) Yes(Top 2 Box) 2014: 22% (n=13) 2013: 40%(n=12) Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=30); 2014 (n=58)

  24. Reasons for Not Applying for Licensure Why do you not intend to pursue the P.Eng. Licence? Q23. Why do you not intend to apply for licensure as a Professional Engineer (P.Eng)? Base: Respondents who do not ever foresee themselves applying for licensure, 2013 (n=15); 2014 (n=38). Among those who do not ever intend to pursue licensure, the most cited reasons are a lack of interest, that it is not necessary for their career plans or a preference to pursue a different career path. Due to small base sizes, results should be interpreted with caution.

  25. Interest Once Told P.Eng. Licence is Required to Practice • Once informed that a P. Eng is required to practice engineering, three in ten indicate that they definitely or probably will apply, while four in ten definitely or probably will not and one third don’t know. Given that a Licence is Required to Practice Engineering, Do You Intend to Apply? No(Low 2 Box) Yes(Top 2 Box) 2014: 39% (n=35) 2013: 46% (n=18) 2014: 29% (n=26) 2013: 33%(n=13) Q24. Since a license is required to legally refer to yourself as an engineer, or to practice as an engineer, do you plan to apply for your P.Eng. licence? Base: Respondents who do not intend to apply for licensure or are not sure, 2013 (n=39); 2014 (n=90)

  26. Application Timeframe • Four in ten of those who plan to apply for licensure intend to do within six months of graduation, while about two in ten plan to apply within a year of graduating, more than a year after or don’t know. • Compared to 2013, students are more likely to say they plan to apply for licensure within a year after graduation, while directionally fewer plan to apply within six months of graduation. When Do You Plan to Apply for Licensure? Apply Within 1 Year(Top 2 Box) 2014: 59% (n=322) 2013: 60%(n=271) Q27. Do you intend to apply for licensure...? Base: Respondents who plan to apply for licensure, 2013 (n=458); 2014 (n=542)

  27. Reasons for Waiting to Apply • Of those who intend on waiting more than a year to apply or are unsure, more than eight in ten indicate the desire to achieve the required experience before applying, lower than in 2013. Why Do You Plan to Wait More Than a Year to Apply? Mentions <2% are not shown Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondents who said >1yr or don’t know/unsure in Q27, 2013 (n=187); 2014 (n=220)

  28. Impact of Waiving EIT Fees on Likelihood to Apply within Six Months • Once told that EIT fees are waived for those applying within six months of graduation, more than nine in ten students who originally intended on waiting more than six months to apply are now very or somewhat likely to do so within that timeframe. Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived? Likely(Top 2 Box) 2014: 94% (n=292) 2013: 94%(n=225) Unlikely(Low 2 Box) 2014: 4% (n=11) 2013: 3%(n=7) Q29. If you knew that by applying for licensure in Ontario within 6 months of graduation you could be eligible to have the application and first year EIT program fees waived, how likely would you be to apply for licensure within that time frame? Base: Respondents who do not know or intend to apply for licensure in Ontario >6mths after graduation, 2013 (n=240); 2014 (n=312)

  29. Intended Country of Application • Among those students who intend on applying for licensure sometime in the future, all intend on doing so in Canada, while one-quarter plan to apply in the US and just over one in ten abroad. Where Do You Intend to Apply for Licensure? 2014: 13% (n=69) 2013: 10% (n=48) Abroad Mentions may add to more than 100% as respondents were able to select more than one response Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=458); 2014 (n=542)

  30. Province of Intended Licensure • Six in ten students who intend on applying for licensure plan on doing so in Alberta, followed by over half who intend on applying in British Columbia, and more than one in ten in Saskatchewan and Ontario. • Compared to 2013, students are less likely to intend on applying for licensure in Alberta, Saskatchewan and Manitoba, but more likely to intend to apply in British Columbia or Ontario. Q26. Please select the provinces and/or territories in which you intend on applying for licensure. Base: Respondents who plan to apply for licensure in Canada, 2013 (n=456); 2014 (n=541)

  31. Licensing Knowledge

  32. Engineering Regulated by Legislation • At eight in ten, the vast majority of students know that engineering is regulated by legislation, while about one in ten students are unsure or believe the profession is not regulated. Is the Practice of Engineering Regulated by Legislation? Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2013 (n=484); 2014 (n=606)

  33. Licensing for Roles within Engineering Is a Licence Required Before Being Able to Do the Following? Q8. As far as you know, is a licence required before being able to do the following in [Alberta/Saskatchewan/British Columbia/Manitoba]... Base: All respondents 2013 (n=484); 2014 (n=606) At almost nine in ten, the vast majority of students know that a license is required to perform engineering work independently, while two-thirds know that it is required to use the title ‘Engineer.’ Eight in ten know that a license is not required to practice engineering work under the supervision of a P.Eng. Compared to 2013, students are less likely to know that a license is required to use the title ‘Engineer.’

  34. Knowledge of Licensing and Roles • Nine in ten final year engineering students have at least a moderate level of knowledge of when a license is required to legally perform actions/ duties within the engineering profession and about half were correct in all three fronts,. One in ten have little or no knowledge on the subject. • Compared to 2013, there has been a statistically significant decline in the proportion of students who have a high level of knowledge regarding licensing and roles. Knowledge Level of Engineering Practices Requiring a Licence *Knowledge Levels Defined 2013High: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8 High/Moderate(Top 2 Box) 2014: 90% (n=545) 2013: 90%(n=437) Little/None(Top 2 Box) 2014: 10% (n=61) 2013: 9%(n=47) Q8. As far as you know, is a licence required before being able to do the following in [Alberta/Saskatchewan/British Columbia/Manitoba].. Base: All respondents 2013 n=(484); 2014 (n=606)

  35. Which Organization is Responsible for Each of the Follow Activities? Organizational Responsibilities Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484); 2014 (n=606) At nine in ten, the vast majority of students are able to correctly identify that the respective provincial engineering association is the organization responsible for licensing engineers and that it also regulates the practice of professional engineers, while seven in ten know that CEAB is the organization that accredits University engineering programs. Students are less certain about which organization licenses companies offering engineering services, more than half believe it is the respective provincial engineering association, lower than last year, while three in ten think it is CEAB, higher than in 2013, and one quarter don’t know.

  36. Knowledge of Organizational Responsibility • Nine in ten students have at least a moderate level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession, of which four in ten were correct on all four measures, lower than in 2013. One in ten have either low level or no knowledge on the subject. Knowledge Level of Organizational Responsibility within the Engineering Profession High/ Moderate(Top 2 Box) Knowledge Levels Defined High: All Correct in Q9 (4)Moderate: 2 or 3 Correct in Q9Low: 1 Correct in Q9None: All Incorrect (0) in Q9 2014: 92% (n=556) 2013: 93%(n=455) Little/ None(Top 2 Box) 2014: 8% (n=50) 2013: 6%(n=29) Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484); 2014 (n=606)

  37. Provincial Engineering Association Attendance at seminar(s) and awareness of SMP program

  38. Attendance of Provincial Engineering Association Seminar • Half report having attended a provincial engineering association seminar, higher than in 2013. Ever Attend a [APEGBC/ APEGA/ APEGM/ APEGS] Seminar? Q11. Have you ever attended a workshop/ seminar/ talk given by a [APEGBC/ APEGA/ APEGM/ APEGS] representative? Base: All respondents 2013 (n=484); 2014 (n=606)

  39. Association with SMP • At two-thirds, the majority of students are aware of provincial engineering association Student Membership Programs (SMP), of which four in ten are currently a member, more than one in ten are interested in becoming a member while one in ten have heard of it but are not interested. Aware(Top 3 Box) Q32. Which of the following best describes your association with the [APEGBC/ APEGA/ APEGM/ APEGS]’s Student Membership Program (SMP)? Base: All respondents 2013 (n=484); 2014 (n=606)

  40. Professional EngineersAct

  41. Professional Engineers Act • At nearly nine in ten, the vast majority of students report being familiar with the Professional Engineers Act of their respective province. One-third report having a fair amount of knowledge, half say they know just a little while very few know a lot. Around one in ten have heard of it, but know nothing about it and only 4% have never heard of the Act. How Much Do You Know About the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Familiar(Top 3 Box) 2014: 86% (n=521) 2013: 84%(n=405) Q6. The practice of engineering is regulated by the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]. Which of the following best describes how much you know about the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Base: All respondents 2013 (n=484); 2014 (n=606)

  42. Professional Engineers Act (cont’d) • Most students continue to report having heard about the Professional Engineers Act of their province through a university professor or administrator or university law and ethics course. • Compared to 2013, there has been an increase in those who heard about it through a provincial engineers association rep and a decline in those who heard about it from a family member. Where Did You First Hear About the Professional Engineers Act? University prof or course 2014: 75% (n=390) 2013: 76% (n=309) Mentions <2% are not shown Q7. Where did you first hear about the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Base: Respondents who know about the Act 2013 (n=405); 2014 (n=521)

  43. Career Assessment Tool

  44. Helpfulness of Engineering Fit Tool During High School • At more than eight in ten, the vast majority of students think it would have been helpful to have had a tool in high school that would help determine if they would have been a good fit for engineering studies. Helpful (Top 2 Box) 84% (n=510) Not Helpful (Top 2 Box) 16% (n=96) (n=42) (n=175) (n=108) (n=26) (n=19) Q33E. Would it have been helpful in high school to have had a tool to help determine if you would be a good fit for engineering studies and for a successful career in engineering? Base: 2014 n=606

  45. Helpfulness of Career Assessment Tool During University • More than eight in ten feel that a career assessment tool would be helpful, of which four in ten indicate it would be very helpful. Helpful (Top 2 Box) 83% (n=505) Not Helpful (Top 2 Box) 17% (n=101) (n=172) (n=110) (n=36) (n=10) Q17a. Would a tool to help you decide if you should pursue a career in consulting, technical engineering, sales engineering, project management, academe, etc., be helpful to you? Base: All respondents 2014 (n=606)

  46. Career Assessment Tool- Ideal Stage of Education • At four in ten, most students feel that a career assessment tool would be most helpful in their 3rd year of school, followed by three in ten who mention 4th year, two in ten who mention their 2nd year, and only one in ten who mention 1st year. Q17b. At what stage in the engineering education process do you feel this career assessment tool would be most helpful? Base: All respondents 2014 (n=606)

  47. Awareness of Career Focus Program • Only 3% report being aware of Engineers Canada’s Career Focus program. Q17c. Are you aware that Engineers Canada has developed a new program called Career Focus which includes a tool that can assess your chances of success in engineering? Base: All respondents 2014 (n=606)

  48. Demographics

  49. Pre-Graduation Work Experience • Two-thirds report having been able to obtain pre-graduation work experience, while one-quarter are not sure what qualifies and just over one in ten have not. Q33 Have you been able to obtain pre-graduation engineering work experience? Base: Respondents applied for license or Don't know/ Unsure :2014 (n=55)

  50. Inspiration for Pursuing Engineering • More than four in ten students feel a particular individual inspired them to enter engineering specifically. • Of those who felt inspired, more than four in ten cite a parent as that individual who motivated them while about three in ten mention another family member, a friend/acquaintance or a teacher. • In terms of gender, the vast majority indicate that it was a male who inspired them. (n=265) (n=341) Q33B. Thinking back to before you began your current undergraduate program, would you say there was a particular individual(s) or role model(s) who inspired you to study engineering specifically? Base: All respondents, 2013 (n=484) 2014 (n=606). Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 (n=191) 2014 (n=265). Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering.