2014 Final Year Engineering Student Survey – Western Canada Report Conducted by Ipsos Reid on behalf of Engineers Canada May 2014

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

May 2014

WESTTable 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/Seminar53

Knowledge of PEA 56

Knowledge of Licensing and Roles59

Knowledge of Organizational Responsibility 622

WESTResearch 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.

3

WESTMethodology

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.

4

WESTKey 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%).

5

WESTKey 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%).

6

WESTExecutive 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%).

7

WESTExecutive 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 ever pursuing 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.

8


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%).

9


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

somewhat helpful (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 1st year (9%).

Only 3% of students report being aware of Engineers Canada’s Career Focus program.

10

Future Plans

11

WESTPlans After Graduation

82%

10%

5%

87%

10%

3%

20132014

12

64%

19%

6%

5%

6%

67%

10%

10%

8%

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).

Current Plans After Graduation Educational Intentions

Go into the workforce

(n=499)(n=419)

Pursue more education

(n=63)(n=48)

Don't know/Unsure

(n=28)(n=13)

Pursue a graduate degree in engineering(n=40)(n=32)

Pursue another professional degree(n=12)(n=5)

Pursue a graduate degree in another area of study(n=4)(n=5)

Pursue an MBA(n=3)(n=4)

Don’t know/Unsure(n=4)(n=0)

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.

WESTLocation of Anticipated Graduate Education

13

27%

21%

14%

13%

10%

3%

13%

15%

33%

17%

10%

10%

6%

4%

20132014

Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation 2013 (n=48); 2014 (n=63)

Location of Graduate Intentions

British Columbia(n=17)(n=7)

Alberta(n=13)(n=16)

Outside of Canada(n=9)(n=8)

Ontario(n=8)(n=5)

Manitoba(n=6)(n=5)

Saskatchewan(n=2)(n=3)

Don't know/ Unsure(n=8)(n=2)

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.

WESTIntention to Pursue Engineering Career

70%

24%

5%1%

75%

22%

2% 2%

2014 2013

14

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)

Yes(Top 2 Box)

No(Low 2 Box)

Do You Plan to Pursue a Career in the Engineering Field?

Yes, I definitely will (n=424) (n=362)

Yes, I probably will (n=144) (n=105)

No, I probably won‘t (n=32) (n=9)

No, I definitely won't (n=6) (n=8)

2014: 94%(n=568)

2013: 97% (n=467)

2014: 6%(n=38)

2013: 4%

(n=17)

Over nine in ten students intend on pursuing a career in the engineering field after completing their education, lower than in 2013.

WESTReasons for Not Pursuing Engineering

15

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)

37%

16%

11%

11%

8%

3%

3%

13%

29%

24%

18%

6%

12%

12%

20132014

Reasons for Not Pursuing EngineeringEngineering is not what I thought it was going to be

(n=14)(n=5)

Better employment opportunities in another field(n=6)(n=4)

Never intended to pursue a career in engineering(n=4)(n=3)

Opportunities to earn more money in another field(n=3)(n=2)

Interested in other things(n=4)(n=1)

Medical career(n=1)(n=0)

Pursue alternative education/career(n=1)(n=0)

Other mention(n=5)(n=2)

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.

WESTIntended Career Outside of Engineering 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.

16

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)

Intended Career Outside of Engineering(Does Not Plan to Pursue Engineering Career)

Mentions may add to more than 100% as respondents were able to provide more than one response

18%

13%

8%

5%

3%

24%

21%

0.12

0.65

0.06

20132014

Medicine(n=7)(n=2)

Research(n=5)(n=0)

Architecture(n=3)

Marketing(n=2)

Information Technology(n=3)

Other(n=9)

(n=11)

Don't Know/ Unsure(n=8)(n=1)

WEST

62%

34%

4% 1%

71%

25%

4%0%

2014 2013

Career Plans When Studies Commenced

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.

17

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)

Did You Plan to Practice Engineering When You Began Your Studies?Yes

(Top 2 Box)

No(Low 2 Box)

Yes, definitely (n=378) (n=344)

Yes, it was likely (n=203) (n=122)

No, it was unlikely (n=21) (n=17)

No, I definitely did not (n=4) (n=1)

2014: 96%(n=581)

2013: 96%

(n=466)

2014: 4%(n=25)

2013: 4%

(n=18)

WESTCurrent and Prior Career Intentions (among students who intend to pursue a career in engineering)

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.

18

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)

65%

33%

2% 1%

72%

25%

3% 0%

2014 2013

No(Low 2 Box)

Yes(Top 2 Box)

Yes, definitely (n=368) (n=337)




2014: 97%(n=553)

2013: 97%

(n=453)

2014: 3%(n=15)

2013: 3%

(n=14)

WESTCurrent and Prior Career Intentions (among students who do not intend to pursue a career in engineering)

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.

19Q18. Base: Students who when they began their studies did not intend to pursue a career in engineering 2013 (n=17); 2014 (n=38)

26%

47%

26%

0%

41%35%

24%

0%

2014 2013

No(Low 2 Box)

Yes(Top 2 Box)





2014: 74%(n=28)

2013: 76%

(n=13) 2014: 26%(n=10)

2013: 24% (n=4)

Application Intentions for Professional Engineering

Licensure

20

WEST

53%

30%

7%3%

7%

66%

24%

4% 2% 4%

2014 2013

Intention to Apply for Licensure

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.

21

Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=484); 2014 (n=606)

Do You Intend To Apply for Licensure?

No(Low 2 Box)

Yes(Top 2 Box)





Don’t know/ Unsure (n=45) (n=21)

2014: 83%(n=503)

2013: 90% (n=433)

2014: 10%(n=58)

2013: 6%

(n=30)

WEST

56%

31%

4% 1%7%

68%

23%

3% 1% 4%

2014 2013

Intention to Apply for Licensure- Pursuing Engineering Career

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.

22

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)

Do You Intend To Apply for Licensure?

No(Low 2 Box)

Yes(Top 2 Box)






2014: 87%(n=494)

2013: 91% (n=427)

2014: 5%(n=32)

2013: 4%

(n=20)

WEST

9%14%

53%

12% 12%

20% 20%

33%

17%

10%

2014 2013

Foresee Applying in Future P.Eng.

23

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)

Do You Ever Foresee Yourself Applying for Licensure?

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.

No(Low 2 Box)

Yes(Top 2 Box)






2014: 22%(n=13)

2013: 40%

(n=12)

2014: 66%(n=38)

2013: 50% (n=15)

WESTReasons for Not Applying for Licensure 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.

24

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).

Why do you not intend to pursue the P.Eng. Licence?

40%

26%

21%

11%

8%

5%

5%

5%

27%

27%

7%

13%

13%

20132014

Mentions <5% are not shown

No interest (in pursuing an engineering career)(n=15)

(n=4)

Unnecessary (for career plans/ goals)(n=10)

(n=4)

Prefer to pursue/ continue on a different career path(n=8)(n=1)

Will be working outside of Canada(n=4)(n=2)

Pursuing career in medicine(n=3)(n=0)

Costs/ fees mentions(n=2)(n=0)

Too much added responsibility(n=2)(n=2)

Pursuing career in software(n=2)(n=1)

WESTInterest Once Told P.Eng. Licence is Required to Practice

13%16%

32%

7%

32%

10%

23%

31%

15%21%

2014 2013

25

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)

Given that a Licence is Required to Practice Engineering, Do You Intend to Apply?

No(Low 2 Box)

Yes(Top 2 Box)






2014: 29%(n=26)

2013: 33%

(n=13)

2014: 39%(n=35)

2013: 46%

(n=18)

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.

WESTApplication Timeframe

42%

17%20% 21%

48%

12%

21% 20%

2014 2013

26

Apply Within 1 Year(Top 2 Box)

When Do You Plan to Apply for Licensure?

Q27. Do you intend to apply for licensure...? Base: Respondents who plan to apply for licensure, 2013 (n=458); 2014 (n=542)

Within six months after graduation

(n=230) (n=218)

Within a year after graduation (n=92) (n=53)

More than a year after graduation

(n=106) (n=94)

Don't know/unsure (n=114) (n=93)

2014: 59%(n=322)

2013: 60%

(n=271)

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.

WESTReasons for Waiting to Apply

85%

4%

2%

0.93

20132014

27

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)


Why Do You Plan to Wait More Than a Year to Apply?

Want to achieve the required experience before applying

(n=187)(n=174)

Taking time off/ pursuing other interests

(n=8)(n=0)

Not sure I need it (in chosen field of work)

(n=4)(n=0)

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.

WESTImpact of Waiving EIT Fees on Likelihood to Apply within Six Months

64%

30%

3% 1% 3%

66%

28%

2% 1% 3%

2014 2013

28

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)

Likely(Top 2 Box)

Unlikely(Low 2 Box)

Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived?

Very likely (n=200) (n=158)

Somewhat likely (n=92) (n=67)

Somewhat unlikely (n=9) (n=4)

Very unlikely (n=2) (n=3)

Don't know / Unsure (n=9) (n=8)

2014: 94%(n=292)

2013: 94%

(n=225)

2014: 4%(n=11)

2013: 3%

(n=7)

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.

WESTIntended Country of Application

100%

25%

9%

4%

3%

100%

24%

7%

3%

2%

20132014

29

Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=458); 2014 (n=542)

Abroad

Where Do You Intend to Apply for Licensure?

Mentions may add to more than 100% as respondents were able to select more than one response

Canada(n=541)(n=456)

US(n=133)(n=108)

Europe(n=46)(n=33)

Asia(n=23)(n=15)

Other(n=15)

(n=8)

2014: 13%(n=69)

2013: 10%

(n=48)

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.

WESTProvince of Intended Licensure

58%

55%

15%

13%

6%

2%

2%

1%

1%

4%

73%

34%

20%

9%

13%

3%

2%

2%

2%

3%

20132014

30Q26. 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)

Alberta(n=311)(n=332)


Saskatchewan(n=81)(n=91)

Ontario(n=68)(n=43)

Manitoba(n=32)(n=60)

Quebec(n=12)(n=12)

Yukon/ Northwest Territories/ Nunavut(n=11)(n=10)

Newfoundland/ Labrador(n=6)(n=7)

Nova Scotia(n=3)(n=7)

Don't know/ Unsure(n=23)(n=12)

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.

Licensing Knowledge

31

WESTEngineering Regulated by Legislation

84%

9% 7%

81%

10% 8%

2014 2013

32

Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2013 (n=484); 2014 (n=606)

Is the Practice of 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.

Yes (n=508) (n=394)

No (n=56) (n=49)


WESTLicensing for Roles within Engineering

33

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)

Is a Licence Required Before Being Able to Do the Following?

2014

2013

2014

2013

2014

2013

86%

87%

67%

73%

17%

14%

7%

7%

24%

20%

78%

81%

6%

6%

9%

7%

5%

5%

Yes No Don't Know / Unsure

Practice engineering work independently

Use the title 'Engineer'

Practice engineering work under the supervision of a P.Eng.

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.’

WESTKnowledge of Licensing and Roles

46% 44%

6% 4%

54%

36%

6% 3%

2014 2013

34

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)

Knowledge Level of Engineering Practices Requiring a Licence

High/Moderate(Top 2 Box)

Little/None(Top 2 Box)

*Knowledge Levels Defined2013High: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8

High (n=277) (n=262)

Moderate (n=268) (n=175)

Low (n=36) (n=31)

None (n=25) (n=16)

2014: 90%(n=545)

2013: 90%

(n=437)

2014: 10%(n=61)

2013: 9% (n=47)

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.

WESTOrganizational Responsibilities

35

2014 2013 2014 2013 2014 2013 2014 2013 2014 2013

69% 73%

47% 51%23% 26% 30% 23%

9% 8%

26% 21%

78% 79%88% 86%

55% 63% 92% 94%

12% 13% 10% 11% 5% 6%23% 22%

4% 4%

Don't know/ Unsure Respective Professional Engineers Association

CEAB

Which Organization is Responsible for Each of the Follow Activities?

Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484); 2014 (n=606)

Accredits University engineering programs

Promotes the interests of professional engineers

Regulates the practice of Professional Engineering

Licences companies offering engineering services to the public

Licences Professional Engineers

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.

WESTKnowledge of Organizational Responsibility

39%

53%

5% 3%

45% 48%

3% 3%

2014 2013

36

Knowledge Level of Organizational Responsibility within the Engineering Profession

Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484); 2014 (n=606)

High/ Moderate(Top 2 Box)

Little/ None(Top 2 Box)

High (n=234) (n=220)

Moderate (n=322) (n=235)

Low (n=33) (n=14)

None (n=17) (n=15)

Knowledge Levels DefinedHigh: 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)

2014: 8%(n=50)

2013: 6%

(n=29)

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.

Provincial Engineering Association

37

Attendance at seminar(s) and awareness of SMP program

WESTAttendance of Provincial Engineering Association Seminar

52%

45%

3%

45%51%

4%

2014 2013

38Q11. 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)

Ever Attend a [APEGBC/ APEGA/ APEGM/ APEGS] Seminar?

Yes (n=314) (n=217)

No (n=274) (n=247)


Half report having attended a provincial engineering association seminar, higher than in 2013.

WESTAssociation with SMP

40%

14%

10%

36%

49%

13%

6%

31%

20132014

2014: 64%(n=391)

2013: 68%

(n=364)

39

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)

Aware(Top 3 Box)

I am currently a member(n=245)(n=237)

I've heard of it and am interested in becoming a member

(n=83)(n=64)

I've heard of it but am not interested in becoming a member

(n=63)(n=31)

I have never heard of it(n=215)(n=152)

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.

Professional EngineersAct

40

WESTProfessional Engineers Act

2%

35%

49%

10%4%2%

32%

50%

11%6%

2014 2013

41

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)

Familiar(Top 3 Box)

How Much Do You Know About the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]?

A lot (n=13) (n=8)

A fair amount (n=210) (n=157)

Just a little (n=298) (n=240)

Heard of it, but know nothing about it

(n=63) (n=52)

Never heard of it (n=22) (n=27)

2014: 86%(n=521)

2013: 84%

(n=405)

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.

WESTProfessional Engineers Act (cont’d)

36%

39%

12%

6%

4%

41%

35%

8%

6%

7%

20132014

42

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)

Where Did You First Hear About the Professional Engineers Act?

University prof or courseFrom a University professor /administrator

(n=188)(n=167)

From a University Law & Ethics Course (n=202)(n=142)

From a provincial engineers association representative

(n=63)(n=34)

From a professional engineer(n=30)(n=23)

From a family member or friend(n=17)(n=28)

2014: 75%(n=390)

2013: 76%

(n=309)


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.

Career Assessment Tool

43

WEST

44

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

(n=42)

Very helpful Somewhat helpful Not very helpful Not at all helpful

44%40%

11%

5%

(n=175) (n=108) (n=26) (n=19)

Helpful (Top 2 Box)

16%(n=96)

Not Helpful (Top 2 Box)

84%(n=510)

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.

WESTHelpfulness of Career Assessment Tool During University

45

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)

Very helpful Somewhat helpful Not very helpful Not at all helpful

41% 42%

14%

3%

(n=172) (n=110) (n=36) (n=10)

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)

Not Helpful (Top 2 Box)

83%(n=505)

17%(n=101)

WESTCareer Assessment Tool- Ideal Stage of Education

46

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)

1st year 2nd year 3rd year 4th year/graduation year

9%

22%

42%

28%

(n=53) (n=131) (n=255) (n=167)

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.

WESTAwareness of Career Focus Program

47

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)

Yes 3%

No 97%

Only 3% report being aware of Engineers Canada’s Career Focus program.

Demographics

48

WESTPre-Graduation Work Experience

49

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)

Yes No Not sure if what I have done qualifies

64%

13%

24%

(n=35) (n=7) (n=13)

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.

WEST

Parent(n=115)(n=99)

Other family member

(n=77) (n=55)

Friend/ Acquaintance

(n=76) (n=43)

Teacher(n=70)(n=35)

Guidance Counselor

(n=9)(n=8)

Inspiration for Pursuing Engineering

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.

(n=265)

(n=341)

2013

2014

39%

44%

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

84%

16%

90%

10%

82%

16%

84%

14%

56%

44%

87%

13%

89%

11%

83%

17%

68%

32%

43%

57%

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.

50

43%

29%

29%

26%

3%

52%

29%

23%

18%

4%

2013 2014

WEST

70%

10%

10%

8%

2%

46%

17%

17%

4%

4%

Permanent Residency

84%

8% 8%

92%

5% 3%

2014 2013

51

Q34. For statistical purposes, we would like to know the location of your permanent residence. Please select the statement that most appropriately describes your current residency status: ? Base: All respondents, 2013 (n=484); 2014 (n=606); Q35. You indicated that you are attending university in [Alberta/Saskatchewan/British Columbia/Manitoba] but are a permanent resident of another province/territory. Please select the province or territory in which you are a permanent resident. Base: Respondents who are not permanent residents of [Alberta/Saskatchewan/British Columbia/Manitoba], 2013 (n=24); 2014 (n=50)

Resident of Another Province/Territory:

Permanent Resident of Alberta/Saskatchewan/

British Columbia/ Manitoba

(n=506) (n=446)

Resident of another Province/territory

(n=50) (n=24)

International Student (n=50) (n=14)

Alberta(n=35)(n=11)


Ontario(n=5)(n=4)

Manitoba(n=4)(n=1)

Northwest Territories(n=1)(n=1)

More than eight in ten students are permanent residents of the province they are studying in, lower than in 2013, while one in ten are a resident of another province/ territory or an international student.

Of those who are a permanent resident of another province, the majority are from Alberta, followed by British Columbia, Ontario and Manitoba. Compared to 2013, students attending school in another province/territory are more likely to be from Alberta.

WEST

19%

15%

15%

6%

27%

23%

15%

10%

20132014

Engineering Disciplines

52

Q3/Q3B. Please indicate the engineering discipline in which you are currently studying by selecting one of the following options. Base: All respondents, 2013 (n=484); 2014 (n=606)

Mentions may add to more than 100% as respondents were able to select more than one response.


The most popular disciplines continue to be mechanical engineering followed by civil engineering, electrical engineering, and chemical engineering.

Compared to 2013, students are less likely to be in mechanical, civil or chemical engineering.

Mechanical Engineering(n=113)(n=129)

Civil Engineering(n=91)

(n=111)

Electrical Engineering(n=92)(n=72)

Chemical Engineering(n=39)(n=49)

Impact of Seminar/ Workshop Attendance

53

WESTWorkshop/Seminar Attendance & Intention to Pursue Engineering Career

54

HAS ATTENDED A WORKSHOP / SEMINAR

HAS NOT ATTENDED A WORKSHOP / SEMINAR

A B

2013 2014 2013 2014

Base n=217 n=314 n=247 n=274

Yes, Definitely78% 70% 73% 70%

170 221 180 192

Yes, Probably18% 25% 24% 22%

39 79 60 60

No, Probably2% 4% 2% 7%

4 11 4 19

No, Definitely2% 1% 1% 1%

4 3 3 3

Top 2 Box Yes96% 96% 97% 92%

209 300 240 252

Low 2 Box No4% 5% 3% 8%

8 14 7 22

Intentions to Pursue Career within the Engineering Field

At the overall level, intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.

Compared to 2013, students who have attended are less likely to definitely be likely to pursue a career in engineering.

WESTWorkshop/Seminar Attendance & Intention to Apply for Licensure

55

HAS ATTENDED AN [APEGBC/ APEGA/ APEGM/

APEGS] WORKSHOP / SEMINAR

HAS NOT ATTENDED AN [APEGBC/ APEGA/ APEGM/

APEGS] WORKSHOP / SEMINAR

A B

2013 2014 2013 2014

Base n=217 n=314 n=247 n=274

Yes, Definitely66% 53% 66% 53%143 166 163 146

Yes, Probably25% 32% 22% 28%55 100 55 77

No, Probably3% 5% 4% 9%6 15 11 24

No, Definitely2% 3% 2% 3%4 9 6 8

DK/Not Sure4% 8% 5% 7%9 24 12 19

Top 2 Box Yes91% 85% 88% 81%198 266 218 223

Low 2 Box No5% 7% 7% 12%10 24 17 32

Intention to Apply for the Professional Engineers Licensure

There is no difference in students’ level of intention to apply for licensure between those who have attended a workshop/ seminar and those who have not.

Compared to 2013, overall likelihood to apply for licensure has declined but more so among students who have not attended a seminar.

Impact of Knowledge of the Professional

Engineers Act

56

WESTKnowledge of Professional Engineers Act & Intention to Pursue Engineering Career

A LOT / FAIR AMOUNT JUST A LITTLE KNOW NOTHING/

NEVER HEARD OF

A B C

2013 2014 2013 2014 2013 2014

Base n=165 n=223 n=240 n=298 n=79 n=85*

Yes, Definitely79% 76%BC 74% 68% 68% 60%130 170 178 203 54 51

Yes, Probably17% 18% 22% 26%A 30%A 32%A28 40 53 77 24 27

No, Probably2% 6% 2% 4% 1% 7%

3 13 5 13 1 6

No, Definitely2% - 2% 2% - 1%

4 - 4 5 - 1

Top 2 Box Yes96% 94% 96% 94% 98% 92%158 210 231 280 78 78

Low 2 Box No4% 6% 4% 6% 1% 8%

7 13 9 18 1 7

57


The higher the level of knowledge regarding the Professional Engineers Act, the more likely the student is to be definitely likely to pursue a career in engineering.

WESTKnowledge of Professional Engineers Act & Intention to Apply for Licensure

Students with at least a little knowledge about the Professional Engineers Act are more likely to intend to definitely apply for licensure compared to those with no knowledge. However, the majority of students regardless of their knowledge intend to apply after graduation.

Compared to 2013, those with a high level of knowledge are less likely to intend to apply for licensure.

58

A LOT / FAIR AMOUNT JUST A LITTLEKNOW NOTHING / NEVER HEARD OF

A B C

2013 2014 2013 2014 2013 2014

Base n=165 n=223 n=240 n=298 n=79 n=85

Yes, Definitely73%C 58%C 64% 54%C 58% 37%

120 130 153 160 46 31

Yes, Probably34% 25% 25% 31% 24% 40%A

34 56 61 92 19 34

No, Probably4% 5% 5% 7% 6% 12%A

4 10 11 21 5 10

No, Definitely4% 2% 2% 3% 1% 5%

4 4 5 9 1 4

DK /Not Sure3% 10%B 4% 5% 10%AB 7%

3 23 10 16 8 6

Top 2 Box Yes93%C 83% 89% 85% 82% 77%

154 186 214 252 65 65

Low 2 Box No5% 6% 7% 10% 8% 17%A

8 14 16 30 6 14


Impact ofKnowledge of Licensing and Roles

59

WESTKnowledge of Licensing and Roles & Intention to Pursue Engineering Career

60

HIGH KNOWLEDGE MODERATE KNOWLEDGE

LOW KNOWLEDGE NO KNOWLEDGE

A B C D

2013 2014 2013 2014 2013 2014 2013 2014

Base n=262 n=277 n=175 n=268 n=31 n=36 n=16 n=25

Yes, Definitely76% 68% 73% 74% 71% 67% 81% 64%

199 187 128 197 22 24 13 16

Yes, Probably21% 25% 22% 21% 23% 31% 19% 36%

56 69 39 55 7 11 3 9

No, Probably2% 7% 2% 5% 3% 3% - -

5 18 3 13 1 1 - -

No, Definitely1% 1% 3% 1% 3% - - -

2 3 5 3 1 - - -

Top 2 Box Yes97% 92% 95% 94% 94% 97% 100% 100%

255 256 167 252 29 35 16 25

Low 2 Box No3% 8% 5% 6% 6% 3% - -

7 21 8 16 2 1 - -


Knowledge Levels DefinedHigh: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8

At the overall level, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.

Compared to 2013, those with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.

WESTKnowledge of Licensing and Roles & Intention to Apply for Licensure

61




A B C D

2013 2014 2013 2014 2013 2014 2013 2014

Base n=262 n=277 n=175 n=268 n=31 n=36 n=16 n=25

Yes, Definitely67% 53% 67% 55% 52% 42% 56% 48%176 148 118 146 16 15 9 12

Yes, Probably24% 28% 22% 30% 35% 47%AB 19% 28%62 77 38 81 11 17 3 7

No, Probably5% 10%B 5% 4% -- 6% -- 4%12 27 8 11 -- 2 -- 1

No, Definitely 2% 2% 3% 3% -- -- -- 8%4 6 6 9 -- -- -- 2

Don’t Know / Unsure 3% 7% 3% 8% 13%AB 6% 25%AB 12%8 19 5 21 4 2 4 3

Top 2 Box Yes91%D 81% 89% 85% 87% 89% 75% 76%238 225 156 227 27 32 12 19

Low 2 Box No6% 12% 8% 8% -- 6% -- 12%16 33 14 20 -- 2 -- 3

Knowledge Levels DefinedHigh: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8

Knowledge in terms of roles and licensing requirements does not influence intent to apply for licensure. Compared to 2013, those with a moderate or high level of knowledge are less likely to be definitely likely to apply for

licensure.

Impact of Knowledge of Organizational Responsibility

62

WESTKnowledge of Organizational Responsibility & Intention to Pursue Engineering Career

63




A B C D

2013 2014 2013 2014 2013 2014 2013 2014

Base n=220 n=234 n=235 n=322 n=14 n=33 n=15 n=17

Yes, Definitely81%BCD 68% 73% 74% 50% 58% 40% 59%

178 158 171 237 7 19 6 10

Yes, Probably16% 22% 23% 23% 50%AB 42%AB 60%AB 29%

35 51 54 74 7 14 9 5

No, Probably2% 9%B 2% 3% - - - 6%4 21 5 10 - - - 1

No, Definitely1% 2% 2% 0% - - - 6%3 4 5 1 - - - 1

Top 2 Box Yes97% 89% 96% 97%A 100% 100% 100% 88%

213 209 225 311 14 33 15 15

Low 2 Box No3% 11%B 4% 3% -- - -- 11%

7 25 10 11 -- - -- 2

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

Overall, knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career.

Compared to 2013, students with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.

WESTKnowledge of Organizational Responsibility& Intention to Apply for Licensure

64




A B C D

2013 2014 2013 2014 2013 2014 2013 201435

Base n=220 n=234 n=235 n=322 n=14 n=33 n=15 n=17

Yes, Definitely69%D 53% 65% 54% 64% 58% 40% 35%

151 123 153 173 9 19 6 6

Yes, Probably23% 30% 25% 30% 21% 36% 13% 18%

50 69 59 98 3 12 2 3

No, Probably4% 9%B 4% 5% 7% 3% 7% 24%

9 21 9 15 1 1 1 4

No, Definitely1% 2% 3% 3% -- -- -- 18%

3 5 7 9 -- -- -- 3

Top 2 Box Yes91%D 82% 90%D 84% 86% 94% 53% 53%

201 192 212 271 12 31 8 9

Low 2 Box No5% 11% 7% 8% 7% 3% 7% 41%

12 26 16 24 1 1 1 7

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

Overall, knowledge of organizational responsibility has no significant impact on intention to apply for licensure. Compared to 2013, those with a high or moderate knowledge are less likely to definitely intend to apply for licensure.

May 2014

Ipsos Reid Public Affairs300 -160 Bloor Street EastToronto, Ontario, Canada M4W 1B9

Sandra Guiry, Vice PresidentPhone: 416-324-2018eMail: [email protected]

Michael Howell, Senior Research ManagerPhone: 416-572-4407eMail: [email protected]

Documents

2014 Final Year Engineering Student Survey – Western Canada Report Conducted by Ipsos Reid on behalf of Engineers Canada May 2014