2014 Final Year Engineering Student Survey - Ontario Report Conducted by Ipsos Reid on behalf of...

2014 Final Year Engineering Student Survey- Ontario ReportConducted by Ipsos Reid on behalf of Engineers Canada

May 2014

ONTARIOTable of Contents

Research Objectives 3

Methodology 4

Key Highlights 5

Executive Summary 7

Future Plans 12

Intention to Apply for Licensure 21

Licensing Knowledge 32

Knowledge of Association of Professional Engineers of Ontario 44

Knowledge of Professional Engineers Act of Ontario 47

Career Assessment Tool 50

Demographics 55

Additional Analysis: Impact on Intention to Pursue

Student Membership Program Association 59

Attendance at PEO Seminars 62

Knowledge of PEA 65

Knowledge of Licensing and Roles68

Knowledge of Organizational Responsibility 71

2

ONTARIOResearch Objectives

The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs at Ontario universities do or do not intend to apply for their licence in Ontario.

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 Ontario and of PEO; and,

Final year engineering students’ awareness and participation in PEO’s Student Membership Program.

3

ONTARIOMethodology

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 Ontario specifically, 15 schools participated and a total of n=958 students completed the survey.

The margin of error for this study on the overall data (n=958) is ± 3.2%, 19 times out of 20.

4

ONTARIOKey Highlights

Compared to 2013, there has been a softening of intentions in terms of students intentions of pursuing a career in engineering when they initially began their studies as well as their intention to apply for licensure after graduation. We has also noticed an incremental decline in terms of the proportion who plan to enter the workforce after graduation, offset by an increase in those who plan to pursue further education.

While the vast majority of students continue to say that when they began their studies they planned to practice

engineering upon completion of their program (91% vs. 92% in 2013), the proportion who indicate they were definitely going to pursue engineering has declined versus a year ago (53%. vs. 58% in 2013) offset by a directional increase in those who felt it was likely (38% vs. 34%).

The vast majority of students continue to indicate a desire to enter the workforce after graduation, however directionally fewer than in 2013 (72% vs. 75%), while two in ten plan to pursue more education, directionally higher than a year ago (21% vs. 18%). Further, intentions to pursue a graduate degree in engineering specifically has increased year over year (75% of those who intend on pursing more education vs. 71% in 2013).

While more than eight in ten of all students indicate they are likely (definitely/ probably) to apply for licensure (78% vs. 80% in 2013), consistent with last year, the proportion who definitely will pursue their P.Eng. Licence (45% vs. 48%) has declined directionally year over year.

Further, among those who do not intend on applying for licensure, once told that a licence is required to legally refer to yourself as an engineer and practice as an engineer, only two in ten (19%) of students who originally did not plan or were unsure of their intentions now indicate they are definitely or probably likely to apply for licensure, significantly lower than last year returning to 2012 levels (32% in 2013, 22% in 2012).

5

ONTARIOKey Highlights (cont’d)

Encouragingly, there has been some positive shifts in terms of final year students knowledge of the engineering profession. Compared to 2013, we notice increases in students knowledge of licensing, organizational responsibility and the Professional Engineers Act of Ontario; there has also been an increase in attendance at PEO seminars year over year.

At more than eight in ten (83%), the proportion of students who know that engineering is regulated by legislation has increased year over year (78% in 2013), offset by a decrease in those who are unsure (9% vs. 16% in 2013).

Further, nearly three quarters were correct that a licence is required to use the title ‘Engineer’ (73%), higher than last year (65%)

Students are also more likely to know that CEAB is the organization that accredits University engineering programs than a year ago (74% vs. 70% in 2013) and more likely to think that PEO is responsible for licensing companies offering engineering services to the public (53% vs. 46%), they are less likely however to think CEAB is responsible for this (28% vs. 34%).

At more than eight in ten (85%), familiarity with the Professional Engineers Act of Ontario has also increased versus 2013. Around one third of students report having a fair amount of knowledge about the Professional Engineers Act of Ontario, significantly higher than last year (35% vs. 24% in 2013), while fewer than half say they know just a little, significantly lower than in 2013 (47% vs. 55% in 2013) and only 4% say they have a lot of knowledge of the Act.

Further, at four in ten (39%) students are more likely to report having ever attended a seminar or workshop given by a PEO representative than in 2013 (32%).

6

ONTARIOExecutive Summary

Future Intentions: Continuing Education Versus Entering Workforce Seven in ten (72%) of final year engineering students intend to go into the workforce immediately after

graduating with their bachelors degree in Engineering, directionally lower than in 2013 (75%), while two in ten (21%) students intend to pursue more education after their undergraduate degree, directionally higher than last year (18%).

The vast majority of those who intend to pursue more education say they would like to get their graduate degree in Engineering (75%), higher than in 2012 (71%). Fewer students express interest in an MBA (4% vs. 10% in 2013).

Unchanged from 2013, three-quarters plan to pursue graduate studies in Ontario (74%) followed by one in ten who will go outside Canada (11%).

Future Intentions: Engineering Career At nine in ten (91%), the vast majority of students say they are likely to pursue a career in engineering, consistent

with 2013. Nearly six in ten indicate they definitely will pursue an engineering career (56%), while around four in ten (36%) say they probably will pursue an engineering career.

Around half of students indicate that they began their undergraduate studies with a definite intention to pursue an engineering career (53%), lower than a year ago, while four in ten (38%) say an engineering career was likely, directionally higher than in 2013.

7

ONTARIOExecutive Summary (continued)

Future Intentions: Engineering Career (continued) In line with previous years, very few students who began their degree planning to pursue a career in engineering

have changed their mind. Over nine in ten students (94%) who started their degree with the goal of a career in the engineering field

indicate they are likely to continue down that path, while only 6% have changed their mind and plan to pursue an alternate career.

At two thirds of student (65%), directionally more students who started their degree unlikely to pursue engineering say they are now likely to do so (60% in 2013). The shift is due to a directional increase in those who probably will (48% vs. 37% in 2013), but is offset by a directional decrease in those who definitely will (17% vs. 23% in 2013).

Future Intentions: Pursue Licensure More than four in ten (45%) of all students surveyed say they will definitely pursue their P.Eng. Licence,

directionally lower than last year, while a further third (33%) will likely pursue their licence. Of those students who specifically plan to pursue an engineering career, intentions are slightly higher with

half of students (49%) who indicate they definitely will and one third (34%) who probably will pursue their licence, unchanged from 2013.

Of those who do not intend to immediately pursue their license, three in ten indicate that they probably or definitely will apply for licensure sometime down the road (29%), directionally lower than last year, while six in ten do not foresee themselves applying in the future (62%), directionally higher than in 2013.

The most common reason for not ever pursuing their license that it is not necessary for their career plans (49%), mentioned significantly more than in 2013, followed by a lack of interest (22%).

Once informed that a P. Eng is required to practice engineering, two in ten (19%) students who did not intend to pursue their licence change their mind and indicate they are probably or definitely likely to do so, lower than in 2013. 8


Future Intentions: Pursue Licensure (cont’d) Of those who intend to pursue their licence, more than one third (35%) plan to apply within 6 months of graduation,

higher than in 2013. Of those who intend to wait for a year or more to apply, the vast majority (91%) say they want to get the required work experience before applying for licensure, unchanged from 2013. Upon learning that the fee for the first year of the Engineering-in-Training [EIT] offered by PEO can be waived if

they apply within six months of graduation, nearly nine in ten (88%) say they are likely to apply within that timeframe

Knowledge of Engineering Profession At more than eight in ten (83%), the vast majority of students are aware that the practice of engineering is regulated

by legislation, higher than in 2013 (78%) offset by a decrease in those who don’t know (9% vs. 16% last year). Students’ knowledge of the Professional Engineers Act of their respective province has increased versus 2013 but

remains varied. Around one third of students (35%) report having a fair amount of knowledge about the Professional Engineers Act of Ontario, significantly higher than last year (24% in 2013), while fewer than half (47%) say they know just a little, significantly lower than in 2013 (55%) and only 4% say they have a lot of knowledge of the Act.

The vast majority of students correctly identified that a licence is not required to perform engineering work under the supervision of a P.Eng. (82%) or that a licence is required to perform engineering work independently (83%), unchanged from 2013. Meanwhile, nearly three quarters were correct that a licence is required to use the title ‘Engineer’ (73%), higher than last year.

9


Knowledge of Engineering Profession (continued) The vast majority of students are able to correctly identify that PEO is the organization responsible for licensing

engineers (91%) and it is the body that regulates the practice of professional engineers (80%). Comparatively, three quarters of students knew that CEAB is the organization that accredits University engineering programs (74%).

Compared to 2013, students are more likely to know that CEAB is the organization that accredits University engineering programs (74% vs. 70% last year) and more likely to think that PEO is responsible for licensing companies offering engineering services to the public (53% vs. 465), they are less likely however to think CEAB is responsible for performing this function (28% vs. 34%).

Appetite for Career Assessment Tool At more than eight in ten (85%), the vast majority of students think it would have been very (47%) or

somewhat helpful (39%) to have had a tool in high school that would help determine if they would have been a good fit for engineering studies.

The same proportion of students (85%) feel that a career assessment would be helpful, of which around four in ten indicate it would be very helpful (43%) or somewhat helpful (42%).

Most students feel that a career assessment tool would be most helpful in their 3rd year of school (45%), followed by one quarter who mention 2nd year (24%), two in ten who say 4th year (22%), and one in ten who mention 1st year (10%).

Only 5% of students report being aware of Engineers Canada’s Career Focus program.

10

ONTARIOReporting Conventions

Where available, tracking data from 2013 has been shown.

indicates a significant increase compared to 2013

indicates a significant decrease compared to 2013

Where available, tracking data from previous years has also been shown.

indicates a directional trend up

indicates a directional trend down

11

Future Plans

12

ONTARIO

Go into the work-force

Pursue more educa-tion

Don't know/ Unsure

72%

21%

4%

75%

18%

5%

74%

20%

4%

70%

23%

5%

71%

23%

5%

66%

26%

7%

75%

20%

4%

2008 2009 2010 2011

2012 2013 2014

Plans After Graduation

13

Grad. degree in Engineer-

ing

MBA

Grad. degree in other area

Another pro-fessional de-

gree

Don't know/ Unsure

75%

4%

10%

9%

3%

71%

10%

8%

9%

4%

75%

4%

11%

11%

2%

75%

4%

9%

11%

1%

71%

7%

12%

7%

1%

73%

7%

5%

5%

10%

76%

8%

11%

4%

1%

2008200920102011201220132014

(n=610)

(n=384)

(n=390)

(n=101)

(n=39)

(n=22)

Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1,250; 2011 n= 955, 2010 n= 883, 2009, n=907; 2008, n=513 (Q10). Q13. Which of the following best describes the education you plan to pursue? Base: Respondents who said “more education” in Q12, 2014 n=201; 2013 n=208; 2012 n=253; 2011 n= 218 2010 n= 191, 2009, n=237; 2008, n=101 (Q11).

(n=172)

(n=77)

(n=17)(n=8)

(n=13)(n=11)

(n=11)(n=4)

(n=24)

(n=1)

Current Plans After Graduation Educational Intentions

(n=14)

(n=204)

(n=48)

(n=135)

(n=23)

(n=14)

(n=2)

(n=629)

(n=220)

(n=47)

(n=670)

(n=163)

(n=8)

(n=19)

(n=25)

(n=2)

At seven in ten, the vast majority of students continue to indicate a desire to enter the workforce after graduation, directionally lower than in 2013, while two in ten plan to pursue more education, directionally higher than a year ago.

Among those who plan to further their education, three quarters plan to pursue a graduate degree in engineering, higher than in 2013, while one in ten plan to pursue a graduate degree in another area or another professional degree. Fewer intend to get their MBA.

(n=930)

(n=255)

(n=49)

(n=190)

(n=9)

(n=28)

(n=26)

(n=4)

(n=876)

(n=211)

(n=55)

(n=21)

(n=148)

(n=17)

(n=19)

(n=2)

(n=201)

(n=x)

(n=5)

(n=18)

(n=20)

(n=8)

(n=694)

(n=42)

(n=150)

ONTARIOLocation of Anticipated Graduate Education

14

Ontario

Outside of Canada

British Co-lumbia

Quebec

Alberta

Nova ScotiaNewfound-

land/ Labrador

Saskatchewan

Manitoba

New Brunswick

Prince Ed-ward IslandYukon/ Northwest Territories/

NunavutDon’t know/ Unsure

74%

11%

3%

1%

2%

1%

1%

9%

73%

14%

3%

1%

1%

0%

0%

0%

0%

0%

0%

0%

6%

77%

11%

2%

2%

1%

1%

0%

0%

0%

0%

0%

0%

6%

2012

2013

2014

Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation 2014 n=201; 2013 n=208; 2012 n=253

Location of Graduate Intentions

(n=194)

Among those students who plan to pursue more education, three quarters intend to study in Ontario, while one in ten think they will go outside of Canada; unchanged from 2013.

(n=5)

(n=2)

(n=0)

(n=0)

(n=0)

(n=29)

(n=5)

(n=0)

(n=2)

(n=0)

(n=15)

(n=151)

(n=30)

(n=7)

(n=2)

(n=3)

(n=1)

(n=0)

(n=0)

(n=0)

(n=0)

(n=0)

(n=13)

(n=148)

(n=22)

(n=5)

(n=2)

(n=3)

(n=2)

(n=1)

(n=18)

ONTARIOIntention to Pursue Engineering Career

Yes, I definitely will Yes, I probably will Might or Might not No, I probably won't No, I definitely won't Don't know

56%

36%

8%

1%

57%

35%

7%

1%

60%

31%

7%

2%

54%

37%

7%

2%

54%

37%

8%

1%

50%

40%

9%

1%

53%

27%

13%

3% 3%1%

2014 2013 2012 2011 2010 2009 2008

15

Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250, 2011 n=955, 2010 n=883, 2009, n=907; 2008, n=513 (Q12).

Yes(Top 2 Box)

90%(n=815)

81%(n=414)

No(Low 2 Box)

10% (n=92)

6% (n=29)

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

(n=449)

(n=366)

(n=80)

(n=274)

(n=140)

(n=14)(n=12)

(n=15)

(n=65)

(n=5)

“Might or Might Not” Response option was not

offered after 2008.

(n=477)

(n=326)

(n=17)

(n=68)

91%(n=803)

9%(n=80)

“Don’t know” Response

option was not offered after 2008.

(n=518)

(n=350)

(n=70)

(n=12)

91%(n=868)

91%

9%(n=87)

9%8%

92%

Unchanged from 2013, nine in ten (91%) students say they definitely or probably will pursue a career in engineering. One in ten (9%) probably or definitely won’t.

(n=1142)

(n=749)

(n=393)

(n=87)

(m=21)

(n=108)

*The increase in intention to apply between 2008 and 2009 was likely caused by a change in the response options (for example students were not provided the option to say might or might after 2008) and the greater-cross section of universities involved in the study.

(n=408)

(n=76)

(n=14)

(n=670)

(n=1078)

(n=90)

91%

9%

(n=875)

(n=83)

(n=533)

(n=74)

(n=342)

(n=9)

ONTARIOReasons for Not Pursuing Engineering

16

Current: Q16. What is the primary reason you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 2014 n=83; 2013 n=90; 2012 n=108; 2011 n= 87,2010 n=60. 2009: Q16. Why have you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 (n=92).

2009: Mentions <5% are not shownMentions may add to more than 100% as respondents were able to select more than one response

**NOTE: Important to note that this question was asked differently in 2009 (it was an open-ended question allowing multiple responses), whereas in 2010 the question was closed-ended, requiring only a single response.

Engineering is not what I thought it was going to be

Better employment opportunities in another field

Never intended to pursue a career in engineering

Opportunities to earn more money in another field

Interested in other things

Canadian forces/military career

Pursue alternative education/career

Medical career

Other

36%

19%

17%

8%

5%

1%

6%

1%

5%

22%

21%

17%

13%

8%

3%

7%

30%

19%

19%

10%

14%

0%

3%

0%

6%

33%

20%

18%

2%

3%

7%

1%

1%

31%

24%

10%

18%

0%

4%

8%

4%

3%

20102011201220132014

Reasons for Not Pursuing Engineering

The top reasons for not pursuing a career in engineering continue to be that engineering is not what they thought it would be, followed by that there are better employment opportunities elsewhere and that they never intended to pursue a career in engineering.

Compared to 2013, significantly more students reference that engineering is not what they thought it would be. Directionally more plan to pursue alternate education/ career while directionally fewer indicate it is because there are opportunities to earn more money in another field.

This question was asked as an open-end in 2009 and a close-end in 2010 and 2011.

ONTARIOIntended Career Outside of Engineering Among those who do not intend to pursue a career in engineering, the most common career options include medicine,

research and IT. Compared to 2013, students are more likely to reference research or IT and less likely to mention business, we also observe a directional increase in mentions of medicine and a directional decrease in consulting.

17

Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14, 2014 n=83; 2013 n=90; 2012 n=108, 2011 n= 87,2010, n=80*; 2009, n=92; No tracking from 2008. The question was asked as a full open-end, rather than provided response categories.

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

Medicine

Research

Information Techonology

Project management

Marketing

Consulting

Business

Start own business

Other

16%

16%

12%

8%

4%

8%

28%

10%

6%

1%

6%

2%

14%

14%

8%

34%

16%

6%

4%

8%

3%

20%

13%

6%

24%

16%

10%

2%

2%

2%

10%

14%

6%

32%

11%

3%

13%

1%

8%

16%

5%

13%

9%

12%

7%

2%

12%

12%

13%

34%

200920102011201220132014

(n=11) (n=31)(n=10)

(n=28)(n=26)

(n=13)

(n=11)

(n=12)

(n=2)

(n=3)(n=9)

(n=7)

(n=6)

(n=13)(n=5)

(n=31)

(n=7)

(n=23)

(n=11)

(n=14)

(n=13)

(n=5)(n=4)

(n=6)(n=7)

(n=12)

(n=6)(n=9)

(n=22)(n=13)

(n=1)(n=2)

(n=3)

(n=3)(n=2)

(n=10)(n=2)

(n=9)(n=5)

(n=7)

(n=10)

(n=8)(n=9)

(n=14)(n=17)

(n=9)(n=13)

(n=1)

(n=2)(n=4)

(n=7)

ONTARIOCareer Plans When Studies Commenced

At nine in ten, the vast majority of students say that when they began their studies they planned to practice engineering upon completion of their program.

Compared to 2013, students are less likely to indicate they were definitely going to pursue engineering and more likely to feel it was likely.

18

Q18. When you began your studies, did you plan to practice engineering when you completed your program? .Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955; 2010 n= 883; 2009 n=907; not asked in 2008

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

Yes, definitely Yes, it was likely No, it was unlikely No, definitely did not

53%

38%

8%1%

58%

34%

7%1%

58%

35%

6%1%

54%

37%

8%1%

57%

35%

7%1%

54%

38%

7%1%

2014 2013 2012 2011 2010 2009

Yes(Top 2 Box)

(n=11)

(n=67)

No(Low 2 Box)

(n=10)

(n=61)

(n=342)(n=306)

(n=488)(n=505)

(n=517)

(n=353)

(n=75)

(n=10)

(n=727)

(n=433)

(n=76)

(n=14)

(n=680)

(n=398)

(n=82)

(n=8)

(n=510)

(n=363)

(n=77)

(n=8)

2014: 91%(n=873)

2013: 92%

(n=1078)

2014: 9%(n=85)

2013: 8%

(n=90)

ONTARIOCurrent and Prior Career Intentions (among students who began their studies with the intention of pursuing a career in engineering)

Nearly all (94%) students who began their studies with the intention of pursuing a career in engineering say they definitely or probably will pursue a career in the engineering field after graduation, consistent with 2013.

Students are however directionally less likely to indicate they definitely will pursue a career in engineering than they were last year.

19

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 2014 (n=875); 2013 (n=1078); 2012 (n=1142)

Yes, I definitely will Yes, I probably will No, I probably won't No, I definitely won't

57%

36%

6% 1%

61%

34%

5% 0%

62%

33%

4% 1%

58%

35%

5% 1%

57%

36%

6%1%

53%

40%

6%1%

2014 2013 2012 2011 2010 2009

No(Low 2 Box)

7% (n=38)

6% (n=54)

93%

Yes(Top 2 Box)

93% (n=814) (n=641)

93% (n=770)

7% (n=60)

(n=506) (n=426)(n=440)

(n=308) (n=215)(n=330)

(n=47) (n=33) (n=30)(n=7) (n=5) (n=10)

95% 5%(n=1055) (n=57)

(n=705)

(n=380)

(n=47)(n=10)

5%95%

(n=496)

(n=365)

(n=49)(n=5)

(n=1024) (n=54)94% 6%(n=819) (n=54)

(n=323)

(n=49)(n=7)

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

Of those who did not intend to pursue a career in the engineering field when they began their studies, two thirds (65%) say they will definitely or probably pursue a career in engineering, while around one third (35%) say they still do not intend to.

Compared to 2013, directionally more students will probably pursue a career in engineering, while directionally fewer students definitely will or won’t (definitely / probably).

20

Yes, I definitely will Yes, I probably will No, I probably won't No, I definitely won't

17%

48%34%

1%

23%37% 37%

3%20%

49%

27%

4%13%

52%

32%

3%17%

49%

31%

4%12%

47%39%

3%

2014 2013 2012 2011 2010 2009

No(Low 2 Box)

35%23

(n=23) (n=31)

66%

Yes(Top 2 Box)

65% (n=56) (n=95)

58% (n=45)

42% (n=32)

(n=11)(n=43)

(n=9)

(n=45) (n=52) (n=36)

(n=28) (n=18)(n=50)

(n=3) (n=5) (n=2)

69% 31%23(n=75) (n=33)

(n=22)

(n=53)

(n=29)

(n=4)

(n=14)

(n=33) (n=33)

(n=3)

(n=36)40%

23(n=54)60%

23

Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who when they began their studies did not intend to pursue a career in engineering 2014 (n=83); 2013 (n=90); 2012 (n=106)

35%23

35%23

65%23(n=54) (n=29)

(n=40)

(n=28)

(n=1)

Application Intentions for Professional Engineering

Licensure

21

ONTARIO

Yes, I definitely will Yes, I probably will No, I probably won't No, I definitely won't Don't know/ Unsure

45%

33%

10%

3%

9%

48%

32%

9%

2%

9%

47%

32%

10%

3%7%

46%

31%

10%

3%

9%

46%

31%

10%

3%

10%

43%

37%

8%

2%

9%

2014 2013 2012 2011 2010 2009

Intention to Apply for Licensure At nearly eight in ten, the vast majority of students definitely or probably will apply for licensure, of which more

than four in ten (45%) definitely intend to apply for licensure, while a further one third (33%) probably will. More than one in ten probably or definitely won’t apply (13%).

Compared to 2013, students are directionally less likely to definitely intend on applying for licensure.

22

Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; - tracking on following slide

Yes(Top 2 Box)

11%

(n=98)

No(Low 2 Box)

Do You Intend To Apply for Licensure?

13%

(n=118)

13%

(n=127)

(n=22)

(n=76)

(n=336)

(n=390)

(n=83)

(n=408)

(n=271)

(n=92)

(n=26)

(n=86)

80%

(n=726)

77%

(n=679)

78%

(n=743)

(n=444)

(n=299)

(n=95)

(n=32)

(n=85)

80%

(n=996)

13%

(n=162)

(n=593)

(n=403)

(n=122)

(n=40)

(n=92)(n=107)

(n=24)

(n=107)

(n=362)

(n=562) 11%

(n=131)

80%

(n=930)

13%

(n=122)

78%

(n=750)

(n=430)

(n=320)

(n=94)

(n=28)

(n=86)

ONTARIO

Yes, definitely Yes, probably Might/ might not No, probably No, definitely Don't know

49%

34%

7%

2%

8%

51%

32%

7%

1%

8%

52%

34%

6%2%

7%

51%

33%

6%2%

8%

51%

33%

7%

2%

8%

47%

39%

5%1%

8%

50%

26%

17%

4%2%

0%

2014 2013 2012 2011 2010 2009 2008

Intention to Apply for Licensure:Pursuing Engineer Career (Tracking)

23

(n=22)(n=76)

(n=336)

(n=390)

(n=83)

(n=240)

(n=128)

(n=21)

(n=10) (n=2)

6%

(n=98)

No(Low 2 Box)

6%

(n=31)

88%

(n=726)

Yes(Top 2 Box)

77%

(n=368)

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, 2014 (n=875); 2013 n=1078; 2012 n=1142, 2011 n=868, 2010, n=883; 2009, n=815; 2008, n=481*** (Q15).

Do You Intend To Apply for Licensure?

(n=83)

***Note on comparability – the response options for 2008 and 2009 are different thus significance testing has not been done.

“Might or Might Not” Response option was not

offered after 2008.

84%

(n=667)

9%

(n=68)

(n=406)

(n=261)

(n=53)

(n=15)

(n=68)

84%

(n=729)

8%

(n=69)

(n=440)

(n=289)

(n=52)

(n=17)

(n=70)

Among those students who intend to pursue a career in engineering, more than eight in ten (83%) intend to apply for licensure (definitely or probably), consistent with 2013. Fewer than one in ten of this group do not intend to apply for licensure.

85%

(n=974)

8%

(n=88)

(n=589)

(n=385)

(n=67)

(n=21)

(n=80)

8%

(n=90)

83%

(n=897)

(n=75)

(n=343)

(n=15)

(n=91)

(n=554)

9%

(n=79)

83%

(n=727)

(n=426)

(n=301)

(n=61)

(n=18)

(n=69)

ONTARIO


12%16%

54%

8% 9%15%

18%

50%

6%11%10% 12%

54%

11% 12%11%16%

54%

8%12%12%

22%

53%

5%8%

16%

57%

15%11%

2014 2013 2012 2011 2010 2009

Foresee Applying in Future P.Eng.

24

(n=15)

(n=56)

(n=16)

(n=11)

16%

(n=16)

Yes(Top 2 Box)

72%

(n=71)

No(Low 2 Box)

Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2014 n=122; 2013 n=131; 2012 n=162; 2011 n=127, 2010 n=118; 2009, n=98; not tracking, base was different in 2008

Do You Ever Foresee Yourself Applying for Licensure?

(n=26)

(n=62)

(n=6)(n=10)

(n=14)

34%

(n=40)

58%

(n=68)61%

(n=78)

27%

(n=34)

(n=14)

(n=20)

(n=68)

(n=10)

(n=15)

Of those students who do not plan on –or- are not sure if they will apply for licensure, six in ten (62%) say they do not foresee themselves applying in the future, directionally higher than in 2013. Three in ten meanwhile indicate that they probably or definitely will apply for licensure (29%) sometime in the future, directionally lower than last year (22%)

22%

(n=36)

65%

(n=106)

(n=16)(n=20)

(n=88)

(n=18)(n=20)

33%

(n=43)

56%

(n=74)

(n=20)(n=23)

(n=66)

(n=8)

(n=14)

29%

(n=35)

62%

(n=76)

(n=15)

(n=20)

(n=66)

(n=10) (n=11)

ONTARIOReasons for Not Applying for Licensure Among this same group of students, the most cited reasons for not ever pursuing their licence is that it is not

necessary for their career plans or due to a lack of interest. Other common reasons include that they will be working outside of the country, plans to pursue another career, specific mention of a career in software development or that there is little benefit in applying. Compared to 2013, there is an increase in those who mention it is not necessary for their career plans.

25Q23. Why do you not intend to apply for licensure as a Professional Engineer (P.Eng)? Base: Do not ever foresee themselves applying for licensure, 2014 n=76; 2013 n=74; 2012 n=106; 2011 n=78, 2010, n=67; 2009, n=71.

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

Not necessary (for career plans/goals)

No interest (in pursuing engineering career)

Planning to pursue another path/career

Pursuing career in software (engineer/ developer)

Will be working outside of Canada

Career will not be advanced/ little benefit to me by applying

Dependent on availability of a supervising engineer

Strict / difficult

Cost / fees

Do not qualify for license

Other

Don't know

49%

22%

11%

7%

12%

7%

1%

4%

4%

4%

3%

30%

30%

15%

12%

12%

7%

3%

3%

3%

1%

4%

30%

18%

18%

13%

12%

11%

7%

6%

2%

15%

3%

47%

23%

17%

8%

5%

4%

51%

31%

15%

10%

3%

1%

61%

23%

17%

13%

6%

1%

200920102011201220132014

(n=37)

Not mentioned in 2011 and 2012

(n=34)(n=43)

(n=19)(n=18)

(n=21)(n=10)

(n=19)(n=17)

(n=10)(n=12)

(n=15)

(n=13)

(n=14)

(n=6)

(n=7)

(n=12)

(n=1)(n=1)

(n=4)

(n=6)

(n=9)

(n=2)(n=4)

(n=3)(n=3)

(n=2)

Not mentioned in 2009 to 2011





Not mentioned in 2009

Not mentioned in 2010

(n=32)(n=22)

(n=22)

(n=11)

(n=1)

(n=9)

(n=9)

(n=5)

(n=2)

(n=2)

(n=2)

(n=3)

(n=37)

(n=17)

(n=8)

(n=5)

(n=9)

(n=5)

(n=1)

(n=3)

(n=3)

(n=3)

(n=2)

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


4%

15%

36%

7%

38%

5%

27%32%

5%

31%

6%

16%

39%

7%

33%

3%

19%

39%

7%

31%

6%

14%

36%

7%

37%

2%

18%

37%

10%

34%

2014 2013 2012 2011 2010 2009

26

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, 2014 n=173; 2013 n=195; 2012 n=218; 2011 n=178, 2010, n=164; 2009, n=165; not tracking, base was different in 2008

Yes(Top 2 Box)

47%

(n=77)

(n=61)

(n=29)

(n=3)

(n=16)

(n=56)

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

(n=10)

(n=23)

(n=59)

(n=11)

(n=37)

43%

(n=70)

No(Low 2 Box)

46%

(n=82)

(n=6)

(n=34)

(n=69)

(n=13)

(n=56)

Once told that a licence is required to legally refer to yourself as an engineer and practice as an engineer, two in ten (19%) of students who originally did not plan or were unsure of their intentions now indicate they are definitely or probably likely to apply for licensure, significantly lower than last year returning to 2012 levels. Comparatively, more than four in ten (43%) still indicate that they do not intend to apply while slightly fewer (38%) are unsure; both figures are directionally higher than in 2013.

45%

(n=99)

(n=13)

(n=34)

(n=84)

(n=15)

(n=72)

37%

(n=72)

(n=9)

(n=53)

(n=62)

(n=10)

(n=61)

19%

(n=32)20%

(n=33)

22%

(n=40)

22%

(n=47)

32%

(n=62)

43%

(n=75)

19%

(n=33)

(n=7)

(n=26)

(n=63)

(n=12)

(n=65)

ONTARIOApplication Timeframe

Within 6 months Within 1 year >1 year Don't know/ unsure

35%

19%

29%

18%

28%

19%

29%24%

29%

17%

30%

23%25%19%

34%

22%25%

17%

36%

22%24%

17%

34%

25%30%

14%

31%25%

2014 2013 2012 2011 2010 2009 2008

27

(n=196)

(n=116)

(n=183) (n=96)

(n=121)(n=281)

(n=56)(n=131)

41%

(n=217)

44%

(n=389)

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, 2014 n=818; 2013 n=1035; 2012 n=1079; 2011 n=817, 2010, n=752; 2009, n=774; 2008, n=389

(n=191)

(n=130)

(n=267)

(n=164)

42%

(n=321)44%

(n=356)

(n=203)

(n=153)

(n=264)

(n=180)

More than half of students who intend to apply for licensure plan to do so within one year (54%). Three in ten plan to apply after a year (29%), while two in ten (24%) remain undecided.

Compared to 2013, students are more likely to indicate they plan to apply within six months and less likely to report they don’t know or are unsure.

46%

(n=500)

(n=316)

(n=184)

(n=329)

(n=250)

47%

(n=491)

(n=290)

(n=201)

(n=297)

(n=247)

54%

(n=433)

(n=282)

(n=151)

(n=236)

(n=149)

ONTARIOReasons for Waiting to Apply

Want required experience

Uncertain about career/ life plans

More info about program/ applying

Don't think I have required qualifications

91%

1%

0%

1%

88%

2%

1%

1%

90%

1%

1%

0%

86%

3%

1%

1%

88%

2%

0%

1%

83%

4%

3%

3%

2009

2010

2011

2012

2013

2014

28

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, 2014 n=385; 2013 n=544; 2012 n=579; 2011 n=461, 2010, n=431; 2009, n=460.

(n=12)

(n=380)

(n=12)

(n=12)

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

(n=378)

(n=10)

(n=2)

(n=4)

(n=397)

(n=15)

(n=4)

(n=6)

Among those students who plan to wait at least a year to apply for licensure or are unsure, virtually all cite the desire for required work experience as the reason for the delay or uncertainty, consistent with 2013.

(n=519)

(n=6)

(n=8)

(n=1)

(n=10)

(n=7)

(n=5)

(n=480)

(n=350)

(n=3)

(n=1)

(n=5)

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

Very likely Somewhat likely Somewhat unlikely Very unlikely Don't know / Unsure

56%

32%

6%3% 3%

58%

32%

4% 2% 3%

58%

33%

3% 2%5%

55%

35%

3% 2% 4%

58%

29%

5% 5% 3%

50%

36%

5% 3% 5%

60%

31%

4% 2% 3%

2014 2013 2012 2011 2010 2009 2008

29

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, 2014 n=536; 2013 n=745; 2012 n=763; 2011 n=614, 2010, n=561; 2009, n=543; 2008, n=265 (Q21).

Likely(Top 2 Box)

87%(n=503)

91%(n=241)

Unlikely(Low 2 Box)

9% (n=47)

6% (n=16)

(n=274)

(n=196)

(n=29)

(n=160)

(n=81)

(n=18)(n=26)

(n=8)(n=11)(n=5)

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

(n=326)

(n=163)

(n=27) (n=29)(n=16)

87%(n=489)

10%(n=56)

90%(n=552)

6%(n=35)

(n=339)

(n=213)

(n=20) (n=15)(n=27)

After learning that they could be eligible to have their first year EIT fees waived, nearly six in ten (56%) students who intend to apply for licensure in Ontario more than a year after graduation say that they are very likely to apply within six months. One-third (32%) are somewhat likely to apply within six months, while only one in ten (9%) are unlikely to apply in that timeframe. Figures are statistically unchanged from 2013.

(n=81)

90%(n=687)

5%(n=39)

(n=439)

(n=248)

(n=24) (n=15)

(n=37)

(n=241)

(n=29)(n=18) (n=22)

(n=435)

6%x(n=47)(n=49)

9%x

91%x(n=676)(n=470)

88%x

(n=301)

(n=169)

(n=34)(n=15) (n=17)

ONTARIOIntended Country of Application

Canada

US

Europe

Asia

Other

99%

21%

8%

6%

2%

99%

19%

7%

5%

2%

100%

18%

8%

6%

3%

99%

18%

9%

5%

2%

99%

18%

11%

7%

3%

98%

17%

7%

6%

2%

99%

18%

6%

4%

1%

2008

2009

2010

2011

2012

2013

2014

30

Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2014 n=818; 2013 n=1035; 2012 n=1079; 2011 n=817 2010, n=752; 2009, n=774; 2008, n=389 (Q18A).

(n=760)(n=386)

(n=135)(n=70)

(n=51)(n=24)

(n=48)

(n=14)

(n=16)

(n=4)

13%

(n=99)

10%

(n=38)

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

(n=748)

(n=136)

(n=80)

(n=55)

(n=20)

18%

(n=135)

13%

(n=109)

(n=149)

(n=70)

(n=39)

(n=17)

(n=808)

Virtually all final year engineering students (99%) who intend to apply for licensure plan to apply in Canada, unchanged from 2013. Two-in-ten (21%) also plan to apply in the US, while fewer (14%) plan to apply abroad.

14%

(n=145

(n=1075)

(n=197)

(n=85)

(n=60)

(n=29)

12%

(n=126)

(n=73)

(n=53)

(n=24)

(n=198)

(n=1020)

14%

(n=117)

(n=810)

(n=174)

(n=65)

(n=52)

(n=18)

ONTARIOProvince of Intended Licensure

Ontario

Alberta

British Columbia

Quebec

Manitoba

Saskatchewan

Nova Scotia

New Brunswick

Yukon/ NWT/ Nunavut

Newfoundland/ Labrador

Prince Edward Island

Don't know/ Unsure

92%

21%

15%

8%

3%

2%

3%

2%

1%

2%

1%

4%

93%

24%

19%

8%

3%

3%

2%

1%

1%

2%

1%

4%

93%

21%

19%

8%

2%

3%

3%

2%

2%

2%

1%

3%

92%

18%

17%

8%

3%

3%

2%

2%

2%

1%

1%

4%

95%

18%

17%

7%

2%

2%

2%

2%

1%

1%

1%

2%

93%

15%

14%

8%

2%

2%

2%

1%

1%

1%

3%

97%

15%

13%

7%

3%

3%

2%

1%

1%

0%

1%

2008

2009

2010

2011

2012

2013

2014

31

(n=5)

(n=9)(n=13)

(n=14)(n=14)

(n=375)(n=709)

(n=114)(n=59)

(n=104)(n=52)

(n=64)(n=27)

(n=13)(n=10)

(n=13)(n=10)

(n=12)(n=6)

(n=12)

(n=6)

(n=2)(n=6)

(n=2)

(n=2)

(n=32)

(n=24)

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, 2014 n=810; 2013 n=1020; 2012 n=1075; 2011 n=808, 2010, n=748; 2009, n=760; 2008, n=386 (Q18B).

Ontario Only: 70% (n=513)Ontario & At Least One Other Province: 27% (n=196)Anywhere Other Than Ontario: 4% (n=27)

Ontario Residents Applying in Ontario: 96% (n=645)

*** NOTE: Don’t know/ Unsure was not an option in 2008 and 2009 are not rebased.



(n=709)

(n=131)

(n=127)

(n=56)

(n=15)

(n=15)

(n=16)

(n=9)

(n=6)

(n=15)



(n=146)

(n=139)

(n=67)

(n=21)

(n=22)

(n=19)

(n=9)

(n=9)



Over nine in ten students who plan to apply for licensure intend to apply in Ontario. The percentage applying to Ontario only stands at six in ten (62%), unchanged from 2013, while there has been a decline in Ontario residents applying in Ontario (92% from 97% last year).



(n=747)(n=1000)

(n=230)

(n=207)

(n=84)

(n=25)

(n=34)

(n=35)

(n=22)

(n=22)

(n=18)

(n=10)

(n=27)

Ontario Only: 62% (n=606)Ontario & At Least One Other Province: 35% (n=341) Anywhere Other Than Ontario: 3% (n=34)


(n=39)

(n=8)

(n=17)

(n=14)

(n=15)

(n=24)

(n=31)

(n=31)

(n=84)

(n=196)

(n=246)

(n=947)(n=744)

(n=170)

(n=123)

(n=68)

(n=20)

(n=18)

(n=21)

(n=12)

(n=8)

(n=14)

(n=14)

(n=31)

Ontario Only: 62% (n=503)Ontario & At Least One Other Province: 30% (n=241) Anywhere Other Than Ontario: 8% (n=66)


2014

2013

2012

2011

2010

2009

2008

Licensing Knowledge

32

ONTARIOEngineering Regulated by Legislation

Yes No Don't Know/ Unsure

83%

7% 9%

78%

6%

16%

79%

10% 11%

80%

10% 10%

82%

9% 9%

73%

11%16%

65%

12%

22%

2014 2013 2012 2011 2010 2009 2008

33

Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513 (Q3).

(n=664)

(n=101)

(n=142)

(n=335)

(n=64)

(n=114)

Is the Practice of Engineering Regulated by Legislation?

(n=721)

(n=81) (n=81)

(n=762)

(n=97) (n=96)

At over eight in ten, the vast majority of students (83%) know that engineering is regulated by legislation, higher than in 2013. One in ten are either unsure (9%), significantly lower than last year, or believe the profession is not regulated (7%).

(n=989)

(n=120) (n=141)

(n=908)

(n=75)

(n=185)

(n=798)

(n=70)(n=90)

ONTARIOLicensing for Roles within Engineering

The vast majority of students correctly identified that a licence is not required to perform engineering work under the supervision of a P.Eng. (82%) or that a licence is required to perform engineering work independently (83%), unchanged from 2013. Meanwhile, nearly three quarters were correct that a licence is required to use the title ‘Engineer’ (73%), higher than last year.

34

Perform engineering work independently

***Use the title ‘Engineer’

Perform engineering work under supervision of a P.Eng.

Q8. As far as you know, is a licence required before being able to do the following in Ontario... Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2009, n=907; 2008, n=513.

***In 2008, statement read “Call yourself an engineer”

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

13%14%13%

10%11%12%

83%81%82%

84%81%

79%

73%65%64%

70%71%

70%65%

82%81%82%87%85%82%

11%12%12%

10%12%

13%

20%26%28%

23%22%

22%29%

5%5%5%3%4%

6%

7%7%7%6%6%7%

7%9%8%7%6%

8%6%

Yes No Don't Know / Unsure

201420132012201120102009

201420132012201120102009

2014201320122011201020092008

ONTARIOKnowledge of Licensing and Roles

High Moderate Low None

52%

37%

8%3%

46%39%

10%4%

47%39%

9% 5%

56%

32%

7% 4%

54%

33%

9%4%

40%

51%

7% 3%

2014 2013 2012 2011 2010 2009

35

Q8. As far as you know, is a licence required before being able to do the following in Ontario... Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; not asked in 2008.

(n=24)(n=64)

(n=460)

(n=359)

*Knowledge Levels Defined2012- 2010High: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q82009High: All Correct (4) in Q8Moderate: 2 or 3 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8

Knowledge Level of Engineering Practices Requiring a Licence

High/Moderate(Top 2 Box)

90% (n=819) Little/None

(Top 2 Box)

10% (n=481)

(n=291)

(n=80)(n=34)

87%

13%

(n=769)

(n=114)(n=478)

88% (n=847)

11% (n=108)

(n=40)(n=68)

(n=309)

(n=538)

Nine in ten final year engineering students have either a moderate (37%) or high (52%) level of knowledge of when a licence is required to legally perform actions/ duties within the engineering profession, significantly higher than last year due to an increase in those with a high level of knowledge (correct on all three questions in Q8).

86%

14%

(n=1074)

(n=176)

(n=589)

(n=485)

(n=117)(n=59)

Note that in 2012-2010 the question was asked with one less option for levels of engineering practices – compare 2009 with caution*.

14%(n=168)

85%(n=1000)

(n=539)

(n=461)

(n=120)

(n=48)

11%

89%(n=851)

(n=107)(n=496)

(n=355)

(n=80)(n=27)

ONTARIOOrganizational Responsibilities - 2014

The vast majority of students are able to correctly identify that PEO is the organization responsible for licensing engineers (91%) and it is the body that regulates the practice of professional engineers (80%). Comparatively, three quarters of students knew that Engineers Canada is the organization that accredits University engineering programs (74%).

Compared to 2013, students are more likely to know that CEAB is the organization that accredits University engineering programs and more likely to think that PEO is responsible for licensing companies offering engineering services to the public, they are less likely however to think CEAB is responsible for this.

36

Accredits University Eng. programs

Promotes the interests of professional engi-

neers

Licences companies of-fering engineering

services to the public

Regulates the practice Eng.

Licences P.Eng.

19%

62%

53%

80%91%

74%

46%

28%24%

6%

PEO CEAB2014 - 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 2014 n=958

CEAB

(n=60)

(n=227)

(n=762)

(n=868)

(n=269)

(n=504)

(n=442)

(n=596)

(n=705)

(n=182)


The majority of students are able to correctly identify that PEO is the organization responsible for licensing engineers (90%) and that PEO is the body that regulates the practice of professional engineers (80%). Comparatively, seven in ten students knew that Engineers Canada is the organization that accredits University engineering programs (70%).

37


Promotes the interests of professional engi-

neers

Licences companies of-fering engineering

services to the public

Regulates the practice Eng.

Licences P.Eng.

22%

65%

46%

80%

90%

70%

40%34%

24%

7%

PEO CEAB

2013 - 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=1168

CEAB

(n=87)

(n=277)

(n=396)

(n=467)

(n=814)

(n=1050)

(n=932)

(n=532)

(n=758)

(n=261)

Note that in 2013 the question was asked with one less option (Ontario Society of Professional Engineers was removed) and two of the response options were changed. Comparisons with previous years should be made with caution.

ONTARIOOrganizational Responsibilities - 2012 Consistent with 2011, a majority of students are able to correctly identify that PEO is the organization responsible

for licensing engineers (85%), and that PEO is the body that regulates the practice of professional engineers (70%). Comparatively, four in ten knew that PEO issues certificates of authorization to companies offering engineering services (40%), flat compared to previous years. Nearly six in ten students knew that OSPE advocates on behalf of the engineering profession (62%) and name Engineers Canada as the organization that accredits University engineering programs (60%), of which the latter is directionally higher than in 2011.

38

Licences P.Eng. Regulates practice of Eng.

Issues Certificates of Authorization

Advocates on behalf of Eng. profession


85%

70%

40%36%

19%

6%

14% 14%

62%

9%5%

17% 17%22%

60%

PEO OSPE CEAB(n=1060)

(n=79) (n=67)

(n=208)

(n=871)

(n=174) (n=177)

(n=497)

(n=212)(n=242)

(n=112)

(n=754)

(n=444)

(n=773)

(n=280)


CEAB


ONTARIOOrganizational Responsibilities - 2011 While a majority of students in 2011 are able to correctly identified that PEO is the organization responsible for

licensing engineers (83%), and name PEO the body that regulates the practice of professional engineers (68%), these results are down compared to 2010. Unchanged from last year, only one-in-four knew that PEO issues certificates of authorization to companies offering engineering services (42%). Slightly fewer respondents, than in 2010, knew that OSPE advocates on behalf of the engineering profession (63%) and name Engineers Canada as the organization that accredits University engineering programs (57%).

39






83%

68%

42%35%

21%

7%

16% 15%

63%

10%5%

16% 18%21%

57%

PEO OSPE CEAB(n=793)

(n=71)(n=45)

(n=153)

(n=652)

(n=155) (n=145)

(n=397)

(n=171)

(n=202)

(n=93)

(n=549)

(n=330)

(n=599)

(n=205)


CEAB


Close to nine in ten (87%) of students in 2010 correctly identified that PEO is the organization responsible for licensing engineers, while a large majority (76%) named PEO the body that regulates the practice of professional engineers. Only one-in-four knew that PEO issues certificates of authorization to companies offering engineering services (44%). Two thirds of students knew that OSPE advocates on behalf of the engineering profession (66%), and Engineers Canada is the organization that accredits university engineering programs (63%).

40






87%

76%

44%

36%

18%

7%

14% 16%

66%

10%4%

16% 17%

24%

63%

8%12%

32%

15% 15%

PEO OSPE Engineers Canada (EC) Don't know/ Unsure

(n=768)

(n=60)

(n=38)

(n=108)

(n=159)

(n=670)

(n=122)(n=140) (n=127)

(n=392)

(n=154)

(n=352)

(n=158)

(n=87)

(n=559)

(n=142)

(n=321)

(n=83)

(n=269)


(n=582)






82%

65%

39%

24%29%

4%9%

14%

37%

16%

2%8% 8% 9%

27%

12%18%

39%

30% 28%

PEO OSPE Engineers Canada (EC) Don't know/ Unsure

41

Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2009, n=907; not asked in 2008


A large majority (82%) of students correctly identified that PEO is the organization responsible for licensing engineers, while two-thirds (65%) named PEO the body that regulates the practice of professional engineers. Only one-in-four knew that PEO issues certificates of authorization to companies offering engineering services (39%) and that OSPE advocates on behalf of the engineering profession (37%). Three-in-ten (27%) final year engineering students correctly named Engineers Canada as the organization that accredits University engineering programs.

(n=740)

(n=38)(n=21)

(n=108)

(n=592)

(n=85) (n=71)

(n=159)

(n=352)

(n=127)

(n=76)

(n=352)

(n=216)

(n=338)

(n=83)

(n=269) (n=260)

(n=144)

(n=254) (n=142)

ONTARIOKnowledge of Organizational Responsibility- 2014-2013


37%

54%

5% 4%

30%

60%

5% 6%

2014 2013

42

Knowledge Levels Defined- 2013

High: All Correct in Q9 (4)Moderate: 2 or 3 Correct in Q9Low: 1 Correct in Q9None: All Incorrect (0) in Q9

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 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; not asked in 2008

High/ Moderate(Top 2 Box)

Little/ None(Top 2 Box)

Final year engineering students display a high knowledge of organizational responsibility. Nine in ten have either a high (37%) or moderate (54%) level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession. Compared to 2013, students are more likely to exhibit a high level of knowledge regarding organizational responsibly (all four correct in Q9).

(n=700)

(n=55) (n=65)

(n=348)

10%(n=120)

90%(n=1048)

Note that in 2012-2009 Knowledge Levels were defined as follows: High: All Correct in Q9 (5)Moderate: 3 or 4 Correct in Q9, Low: 1 or 2 Correct in Q9, None: All Incorrect (0) in Q9

9%

91%

(n=355)

(n=515)

(n=52) (n=36)

(n=870)

(n=88)

ONTARIOKnowledge of Organizational Responsibility- 2012-2009


22%

48%

22%

8%

22%

48%

22%

9%

27%

47%

20%

6%8%

45%

35%

12%

2012 2011 2010 2009

43

(n=106)

(n=320)

(n=411)

(n=70)

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=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; not asked in 2008

High/ Moderate(Top 2 Box)

Little/ None(Top 2 Box)

(n=481)

(n=237)

(n=416)

(n=177)

(n=53)

53% (n=819)

74% (n=653)

47%26% (n=230)

70% (n=665)

31% (n=290)

(n=209)

(n=456)

(n=208)

(n=82)

30%

70%(n=875)

(n=375)

(n=278)

(n=597)

(n=280)

(n=95)

Note that in 2012-2009 Knowledge Levels were defined as follows: High: All Correct in Q9 (5)Moderate: 3 or 4 Correct in Q9, Low: 1 or 2 Correct in Q9, None: All Incorrect (0) in Q9

Knowledge Levels Defined

High: All Correct in Q9 (5)Moderate: 3 or 4 Correct in Q9Low: 1 or 2 Correct in Q9None: All Incorrect (0) in Q9

Association of Professional Engineers of Ontario

44

ONTARIOAttendance of PEO Seminar

Yes No Don't Know/ Unsure

39%

57%

5%

32%

63%

5%

31%

64%

5%

34%

62%

4%

37%

59%

4%

31%

63%

6%

28%

66%

6%

2014 2013 2012 2011 2010 2009 2008

45

Q11. Have you ever attended a workshop/ seminar/ talk given by a PEO representative? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513 (Q8) .

(n=283)

(n=571)

(n=53)

(n=141)

(n=332)

(n=30)

Ever Attend a PEO Seminar?

(n=327)

(n=517)

(n=39)

(n=392)

(n=799)

(n=59)

Four in ten (39%) students indicate having ever attended a seminar or workshop given by a PEO representative, higher than in 2013.

(n=324)

(n=589)

(n=42)

(n=378)

(n=732)

(n=58)

(n=369)

(n=543)

(n=46)

ONTARIOAssociation with PEO’s SMP

Currently a member

Heard of it and am interested

Heard of it but am not in-terested

Never heard of it

26%

23%

15%

36%

26%

25%

11%

38%

27%

24%

15%

33%

23%

26%

16%

35%

25%

29%

17%

29%

30%

21%

15%

35%

31%

30%

17%

21%

2008

2009

2010

2011

2012

2013

2014

46

Q32. Which of the following best describes your association with the PEO Student Membership Program (SMP)? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513 (Q23).

(n=286)

(n=160)

(n=193)

(n=133)

(n=313)

(n=110)

(n=154)

(n=89) 65%

(n=594)

79%

(n=403)

Aware(Top 3 Box)

(n=255)

(n=152)

(n=253)

(n=223)

71%

(n=630)

65%

(n=621)

(n=220)

(n=334)

(n=149)

(n=252)

Nearly two thirds of students (64%) are aware of PEO’s Student Membership Program (SMP)., unchanged from 2013. One quarter are currently a member, while slightly fewer have heard of it an are interested in becoming a member and around one in ten have heard of it be aren’t interested in membership, higher than last year.

66%

(n=832)

(n=339)

(n=302)

(n=191)

(n=418)

62%

(n=(719)

(n=302)

(n=287)

(n=130)

(n=449)

64%

(n=609)

(n=246)

(n=221)

(n=142)

(n=349)

Professional EngineersAct of Ontario

47

ONTARIO

85%

Professional Engineers Act of Ontario

A lot Fair amount Just a little Heard of it Never heard of it

4%

35%

47%

14%

2%2%

24%

55%

16%

3%2%

31%

50%

15%

2%2%

33%

51%

12%

2%3%

34%

48%

12%

3%2%

29%

50%

15%

4%1%

22%

54%

17%

6%

2014 2013 2012 2011 2010 2009 2008

48

Q6. The practice of engineering is regulated by the Professional Engineers Act of Ontario. Which of the following best describes how much you know about the Professional Engineers Act of Ontario? Base: All respondents 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513 (Q4).

(n=22)

(n=259)

(n=456)

(n=132)

(n=5)

(n=113)

(n=276)

(n=89)

(n=38)(n=30)

Familiar(Top 3 Box)

81%(n=737)

77%(n=394)

How Much Do You Know About the Professional Engineers Act of Ontario?

(n=24)

(n=304)

(n=424)

(n=107)

(n=24)

85%(n=752)

86%(n=824)

(n=19)

(n=316)

(n=489)

(n=111)

(n=20)

At more than eight in ten (85%), familiarity with the Professional Engineers Act of Ontario has increased versus 2013. Around one third of students (35%) report having a fair amount of knowledge about the Professional Engineers Act of Ontario, significantly higher than last year, while fewer than half (47%) say they know just a little, significantly lower than in 2013 and only 4% say they have a lot of knowledge of the Act.

83%(n=1037)

(n=29)

(n=389)

(n=619)

(n=183)

(n=30)(n=21)

(n=279)

(n=638)

(n=191)

(n=39)

80%(n=938)(n=814)

(n=34)

(n=334)

(n=446)

(n=129)

(n=15)

ONTARIO

In 2008 mentions may add to >100% as respondents were allowed to give more than one response

University prof/ admin

Professional engineer

Family member/ friend

PEO representative

79%

30%

17%

14%

2008

(n=381)

(n=144)

(n=83)

(n=70)

How Did You Hear About the Professional Engineers Act of

Ontario?

Professional Engineers Act of Ontario

University prof/ admin

Uni Law and Ethics Course

Professional engineer

Family member/ friend

PEO representa-tive

37%

33%

7%

10%

7%

42%

26%

9%

10%

9%

39%

34%

8%

10%

5%

42%

32%

6%

9%

5%

41%

36%

7%

9%

4%

0.74

0.08

0.08

0.06

2009

2010

2011

2012

2013

2014

49

2010/11/12/13/14: Q7. Where did you first hear about the Professional Engineers Act of Ontario? Base: Respondents who know about the Act 2014 n=814; 2013 n=938; 2012 n=1037; 2011 n=8242010, n=752 (single mention); 2009: Q7. Where did you first learn about the Professional Engineers Act of Ontario? Base: Respondents who at least heard of the Act 2009, n=737 (single mention); 2008: Q5. How did you hear about the Professional Engineers Act of Ontario? Base: Respondents who at least heard of the Act 2009, n=483 (multiple mention).

(n=548)

(n=58)

(n=57)

(n=47)

Where Did You First Hear About the Professional Engineers Act of Ontario?

**NOTE: Important to note that this question was asked differently in 2008 (Q5) and was a single question allowing multiple responses where as in 2009 the question was and broken into two questions and was a single response (Q2 asking about engineering as a career option & Q7 asking where they heard of the Professional Engineers Act of Ontario)

Mentions <5% are not shown

(n=305)

(n=53)

(n=69)

(n=28)

(n=272)

Not listed in 2009

2014University prof

or course(n=348)

(n=261)

(n=52)

(n=73)

(n=41)

At seven in ten, the majority of students continue to hear about the Professional Engineers Act of Ontario through a university professor or administrator, followed by a university law and ethics course. Compared to 2013, significantly fewer cite they heard about the Act through a university professor/ administrator, while more have heard about it through a university law and ethnics course.

(n=404)

(n=348)

(n=86)

(n=102)

(n=49)

(n=390)

(n=242)

(n=84)

(n=98)

(n=83)

(n=301)

(n=271)

(n=58)

(n=81)

(n=55)

2014: 70%(n=572)

2013: 68%

(n=632)

Career Assessment Tool

50

ONTARIOHelpfulness of Engineering Fit Tool During High School

51

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=958

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, of which nearly half feel it would have been very helpful and four in ten somewhat helpful.

(n=42)

Very helpful Somewhat helpful Not very helpful Not at all helpful

47%

39%

11%

4%

(n=414) (n=400) (n=109) (n=35)

Not Helpful(Low 2 Box)

2014: 85%(n=818)

15%(n=140)

Helpful(Top 2 Box)

ONTARIOHelpfulness of Career Assessment Tool During University

52

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=958)

Very helpful Somewhat helpful Not very helpful Not at all helpful

43% 42%

11%

4%

More than eight in ten feel that a career assessment tool would be helpful, of which around four in ten indicate it would be either very helpful or somewhat helpful.

(n=414) (n=400) (n=109) (n=35)

Not Helpful (Low 2 Box)

2014: 85%(n=814)

15%(n=144)

Helpful (Top 2 Box)

ONTARIOCareer Assessment Tool- Ideal Stage of Education

53

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=958)

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

10%

24%

45%

22%

At more than four in ten, most students feel that a career assessment tool would be most helpful in their 3rd year of school, followed by one quarter who mention 2nd year, slightly fewer who mention 4th year and only one in ten who mention 1st year.

(n=92) (n=227) (n=432) (n=207)

ONTARIOAwareness of Career Focus Program

54

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=958)

Only 5% report being aware of Engineers Canada’s Career Focus program.

Yes 5%

No 95%

Demographics

55

ONTARIO

Yes

No

48%

52%

48%

52%

48%

52%

2012 2013 2014Parent

Other family member

Teacher

Friend/ Ac-quaintance

Guidance Counsel-lor

Other

54%

30%

28%

22%

4%

2%

52%

31%

35%

20%

5%

1%

52%

30%

30%

18%

4%

1%

Inspiration for Pursuing Engineering

56

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, 2014 n=958; 2013 n=1168; 2012 n=1250. Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2014 n=456; 2013 n=561; 2012 n=602. Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering. 2014 n=456; 2013 n=561; 2012 n=602.

As in 2013, students are split in half on whether they felt a particular individual inspired them to enter engineering. Of those who had been inspired by someone, around half cite a parent, three in ten mention another family member or a teacher while two in ten say a friend/ acquaintance. In terms of gender, the vast majority indicate that it was a male who inspired them.

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

83%

17%

83%

17%

79%

21%

78%

19%

44%

56%

83%

17%

90%

10%

84%

16%

85%

15%

85%

15%

43%

57%

90%

10%

89%

11%

86%

14%

80%

20%

85%

15%

52%

48%

90%

10%(n=8)

(n=181)

(n=110)

(n=179)

(n=23)

(n=315)

(n=294)

(n=172)

(n=194)

(n=113)

(n=30)

(n=7)

(n=648)

(n=602)

(n=607)

(n=561)

(n=246)

(n=137)

(n=127)

(n=16)

(n=29)

(n=101)

(n=456)

(n=502)

ONTARIO

British Columbia

Alberta

Nova Scotia

Quebec

Manitoba

New Brunswick

Saskatchewan

27%

26%

13%

20%

5%

4%

4%

32%

32%

4%

15%

8%

1%

2%

29%

28%

8%

16%

5%

5%

3%

38%

34%

9%

5%

5%

4%

2%

30%

32%

6%

17%

4%

4%

5%

35%

25%

6%

24%

4%

3%

3%

35%

24%

3%

12%

9%

3%

3%

2008

2009

2010

2011

2012

2013

2014

(n=8)

Permanent Residency

Ontario resident Resident of another province/territory

International student

85%

9% 7%

83%

10%7%

84%

10%6%

86%

10%5%

85%

9%6%

84%

11%

5%

88%

7% 5%

2014 2013 2012 2011 2010 2009 2008

57

Mentions <2% are not shown

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, 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513 (Q34). Q35. You indicated that you are attending university in Ontario 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 Ontario, 2014 n=84; 2013 n=114; 2012 n=130; 2011 n=92, 2010, n=81; 2009, n=102; 2008, n=34

(n=36)

(n=26)

(n=24)

(n=6)

(n=4)

(n=3)

(n=12)

(n=4)

(n=1)

(n=3)

(n=1)

(n=3)(n=1)

*** NOTE: Don’t know/ Unsure was an option in 2008

(n=762)

(n=102)

(n=43)

(n=451)

(n=34)(n=28)

(n=26)

(n=14)

(n=5)

(n=3)

(n=3)

(n=4)

(n=81)

(n=749)(n=24)

(n=53)

(n=820)

(n=92)

(n=43)

(n=35)

(n=31)

(n=5)

(n=8)

(n=5)

(n=5)

(n=2)

At over eight in ten, the vast majority (85%) of final year engineering students are permanent residents of Ontario, consistent with 2013. Of those who are attending school in Ontario but are a permanent resident of another province, most are from Western Canada- British Columbia (27%) or Alberta (26%), while two in ten are from Quebec and one in ten from Nova Scotia, higher than last year.

Resident of Another Province/Territory:

(n=1048)

(n=130)

(n=72)

(n=38)

(n=36)

(n=10)

(n=21)

(n=6)

(n=7)

(n=4)

(n=975)

(n=114)(n=79)

(n=36)

(n=36)

(n=4)

(n=17)

(n=9)

(n=1)

(n=2)

(n=811)

(n=84)(n=63)

(n=23)

(n=22)

(n=11)

(n=17)

(n=4)

(n=3)

(n=3)

ONTARIO

Mechanical Engineering

Civil Engineering

Electrical Engineering

Chemical Engineering

Computer Engineering

Mechatronics Engineering

Software Engineering

Environmental Engineering

18%

15%

12%

13%

4%

3%

5%

3%

18%

18%

14%

9%

5%

3%

3%

3%

18%

17%

12%

11%

4%

3%

4%

4%

23%

17%

11%

9%

5%

5%

3%

3%

21%

15%

13%

9%

5%

4%

3%

3%

20%

15%

11%

11%

7%

4%

4%

3%

21%

12%

12%

11%

12%

4%

4%

4%

2008200920102011201220132014

Engineering Disciplines

58

(n=184)

(n=139)

(n=103)

(n=98)

(n=64)

(n=35)(n=22)

(n=109)

(n=64)

(n=61)

(n=56)

(n=60)

Q3/Q3B. Please indicate the engineering discipline in which you are currently studying by selecting one of the following options. Base: All Respondents, 2014 n=958; 2013 n=1168; 2012 n=1250; 2011 n=955, 2010, n=883; 2009, n=907; 2008, n=513

Mentions may add to more than 100% as respondents were able to select more than one response.Mentions <3% are not shown

(n=183)

(n=134)

(n=83)

(n=41)

(n=36)

(n=111)

(n=222)

(n=163)

(n=103)

(n=89)

(n=46)

(n=44)

The most popular disciplines mentioned by final year engineering students are mechanical engineering (18%) and civil engineering (15%), followed by electrical (12%) and chemical (13%). Compared to 2013, more students mention chemical engineering.

(n=228)

(n=216)

(n=145)

(n=37)

(n=206)

(n=209)

(n=163)

(n=103)

(n=54)

(n=31)

(n=32)(n=22)

(n=28)(n=28)(n=44)(n=34)

(n=25)(n=19)

(n=26)(n=26)

(n=47)(n=37)

(n=143)

(n=56)

(n=175)

(n=147)

(n=117)

(n=119)

(n=42)

(n=26)

(n=50)

(n=28)

Impact of Student Membership Program

59

ONTARIOSMP Association & Intention to Pursue Engineering Career - Tracking

Students who are currently a member of PEO’s Student Membership Program and those who are interested in becoming a member continue to be significantly more likely to say that they definitely intend to pursue a career in the engineering field than those who are not interested or have never heard of the program.

60

MEMBER INTERESTED NOT INTERESTED /NEVER HEARD OF

A B C

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=156) (n=215) (n=223) (n=126) (n=140) (n=140) (n=133) (n=180) (n=200) (n=162) (n=148) (n=113) (n=244) (n=275) (n=326) (n=230) (n=189) (n=196)

63%C 71%C 66%C 57%C 63% 52% C 60%C 63%C 66%C 64%C 58% 59% C 50% 47% 54% 48% 47% 44%

Yes, Probably


30% 23% 28% 37% 32% 41% 34% 32%A 29% 32% 39% 36% 39%A 43%AB 34% 39% 38% 42%

No, Probably


6% 6% 5% 6% 4% 5% 5% 4% 4% 3% 3% 5% 10% 8%B 10%AB 10% B 12% AB 13% AB

No, Definitely

(n=2) (n=1) (n=3) (n=0) (n=1) (n=5) (n=0) (n=3) (n=2) (n=1) (n=0) - (n=7) (n=10) (n=16) (n=11) (n=16) (n=7)

1% 0% 1% 0% 0% 2% - 1% 1% 0% - - 1% 2% 3%B 3% AB 3% 2%

Top 2 Box Yes


94%C 94%C 94% 94% 95% 93% 95%C 95%C 95% 96% 97% 95% 89% 90% 88% 87% 85% 86%

Low 2 Box No


7% 6% 6% 6% 4% 7% 5% 5% 5% 4% 3% 5% 11%AB 10%AB 13% 13% 15% 14% AB

Intentions to Pursue Career within the Engineering Field

ONTARIOSMP Association & Intention to Apply for Licensure - Tracking

Similarly, students who are currently a SMP member or are interested in the SMP are most likely to say they intend to apply for licensure and significantly more likely to do so compared to those who are not interested/ have not heard of the program.

61

MEMBER INTERESTED NOT INTERESTED/NEVER HEARD OF

A B C

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely


58%C 62%C 57%C 55%C 52% 44% 58%C 54%C 59%C 60%C 58% 59% AC 32% 38% 36% 36% 36% 35%

Yes, Probably(n=70) (n=77) (n=97) (n=66) (n=64) (n=104) (n=72) (n=103) (n=99) (n=78) (n=77) (n=62) (n=178) (n=188) (n=207) (n=155) (n=130) (n=170)

29% 25% 29% 30% 29% 39% 33% 36%A 33% 31% 30% 32% 36%A 32%A 34% 32% 32% 38%

No, Probably


7%C 8% 8% 7% 7% 7% 2% 4% 2% 3% 5% 2% 15%AB 13%AB 15%AB 15% AB 16% AB 12% AB

No, Definitely(n=5) (n=5) (n=6) (n=4) (n=5) (n=6) (n=0) (n=0) (n=1) (n=2) (n=1) (n=1) (n=23) (n=19) (n=33) (n=26) (n=20) (n=15)

2%C 2% 2% 2% 2% 2% - - 0% 1% 0% 1% 5%B 3% 5%AB 5% AB 5% B 3%

DK/ Unsure


5% 4% 5% 7% 10% 8% 7% 6% 6% 5% 7% 7% 12%AB 14%AB 10%A 12% AB 12% B 11%

Top 2 Box Yes


86%C 87%C 86%C 85%C 81% 83% C 91%C 90%C 92%AC 91%AC 88% 91% AC 69% 70% 70% 68% 68% 74%

Low 2 Box No


9%B 9% 9%B 9%B 9% 9% 2% 4% 2% 4% 5% 2% 19%AB 16%AB 20%AB 20% AB 21% AB 15% AB

Intention to Apply for the Professional Engineers Licensure

Impact of PEO Seminar/ Workshop Attendance

62

ONTARIOPEO Workshop/Seminar Attendance & Intention to Pursue Engineering Career - Tracking

Students who have attended a PEO workshop/seminar are no more likely to intend to pursue a career within the Engineering profession than those who haven’t.

63

HAS ATTENDED A PEO WORKSHOP / SEMINAR HAS NOT ATTENDED A PEO WORKSHOP / SEMINAR

A B

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=216) (n=237) (n=234) (n=181) (n=178) (n=142) (n=298) (n=404) (n=489) (n=319) (n=286) (n=283)

59% 63%B 60% 56% 54% 50% 55% 55% 61% 54% 55% 50%

Yes, Probably

(n=117) (n=114) (n=124) (n=119) (n=123) (n=118) (n=203) (n=272) (n=244) (n=212) (n=179) (n=226)

32% 30% 32% 37% 38% 42% 37% 37%A 31% 36% 35% 40%

No, Probably

(n=30) (n=22) (n=25) (n=20) (n=23) (n=22) (n=39) (n=49) (n=54) (n=46) (n=43) (n=53)

8% 6% 6% 6% 7% 8% 7% 7% 7% 8% 8% 9%

No, Definitely

(n=6) (n=5) (n=9) (n=4) (n=3) (n=1) (n=3) (n=7) (n=12) (n=12) (n=9) (n=9)

2% 1% 2% 1% 1% <1% 1% 1% 2% 2% 2% 2%

Top 2 Box Yes

(n=333) (n=351) (n=358) (n=300) (n=301) (n=260) (n=501) (n=676) (n=733) (n=531) (n=465) (n=509)

90% 93% 92% 93% 92% 92% 92% 92% 92% 90% 90% 89%

Low 2 Box No

(n=36) (n=27) (n=34) (n=24) (n=26) (n=23) (n=42) (n=56) (n=66) (n=58) (n=52) (n=62)

10% 7% 8% 7% 8% 8% 8% 8% 9% 10% 10% 11%


ONTARIOPEO Workshop/Seminar Attendance & Intention to Apply for Licensure - Tracking

Similarly, students who say they have attended a workshop/ seminar given by a representative from PEO are no more likely to say they intend to apply for their P.Eng. Licence than those who have not.

64

HAS ATTENDED A PEO WORKSHOP / SEMINAR

HAS NOT ATTENDED A PEO WORKSHOP / SEMINAR

A B

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=177) (n=211) (n=192) (n=169) (n=169) (n=135) (n=240) (n=332) (n=385) (n=257) (n=226) (n=237)

48% 56%B 49% 52% B 52% 48% 44% 45% 48% 44% 44% 42%

Yes, Probably

(n=117) (n=105) (n=133) (n=102) (n=87) (n=104) (n=183) (n=242) (n=243) (n=185) (n=169) (n=221)

32% 28% 34% 31% 27% 37% 34% 33% 30% 31% 33% 37%

No, Probably

(n=40) (n=24) (n=34) (n=21) (n=31) (n=23) (n=48) (n=75) (n=81) (n=70) (n=57) (n=49)

11% 6% 9% 6% 9% 8% 9% 10%A 10% 12% A 11% 9%

No, Definitely

(n=10) (n=5) (n=11) (n=8) (n=6) (n=6) (n=15) (n=16) (n=27) (n=24) (n=18) (n=16)

3% 1% 3% 2% 2% 2% 3% 2% 3% 4% 3% 3%

DK/Not Sure

(n=25) (n=33) (n=22) (n=24) (n=34) (n=6) (n=57) (n=67) (n=63) (n=53) (n=47) (n=16)

7% 9% 6% 7% 10% 5% 11% 9% 8% 9% 9% 10% A

Top 2 Box Yes

(n=294) (n=316) (n=325) (n=271) (n=256) (n=260) (n=423) (n=574) (n=628) (n=442) (n=395) (n=509)

80% 84%B 83%B 84% B 78% 84% B 78% 78% 78% 75% 76% 78%

Low 2 Box No

(n=50) (n=29) (n=45) (n=29) (n=37) (n=15) (n=63) (n=91) (n=108) (n=94) (n=75) (n=58)

14% 8% 9% 9% 11% 10% 12% 12%A 14%A 16% A 15% 11%


Impact of Knowledge of the Professional Engineers

Act of Ontario

65

ONTARIOKnowledge of Professional Engineers Act of Ontario & Intention to Pursue Engineering Career - Tracking

A LOT / FAIR AMOUNT JUST A LITTLE KNOW NOTHING/ NEVER HEARD OF

A B C

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely


65%BC 67%BC 65%C 58% 58% 56% B 52% 57%C 59%C 52% 52% 46% 43% 47% 51% 53% 51% 49%

Yes, Probably


30% 26% 30% 34% 34% 37% 37%A 36%A 31% 38% 41% 44% C 48%AB 44%AB 37% 37% 33% 35%

No, Probably


5% 6% 4% 7% 7% 7% 11%A 7% 8%A 7% 6% 8% 7% 7% 10%A 9% 15% 14% AB

No, Definitely

(n=3) (n=3) (n=3) (n=5) (n=6) - (n=3) (n=7) (n=13) (n=11) (n=4) (n=7) (n=3) (n=4) (n=5) (n=1) (n=2) (n=5)

1% 1% 1% 2% 2% - 1% 1% 2% 2% 1% 2% 2% 2% 2% 1% 2% 3%

Top 2 Box Yes


95%B 93%B 95%C 92% 92% 93% C 89% 93% 90% 90% 93% 90% C 91% 91% 88% 90% 84% 84%

Low 2 Box No


9% 5% 5% 9% 9% 7% 11%A 8% 10% 9% 7% 10% 9% 9% 12% 10% 17% 16% AB

66


Consistent with 2013, those who have knowledge of the Professional Engineers Act of Ontario, either a lot/fair amount or just a little, are significantly more likely to indicate an intention to pursue a career in engineering

ONTARIOKnowledge of Professional Engineers Act of Ontario & Intention to Apply for Licensure - Tracking

Students with a lot/ fair amount of knowledge about the Professional Engineers Act of Ontario are significantly more likely to intend to apply for licensure (definitely or probably). However, the majority of students regardless of their knowledge intend to apply after graduation.

67

A LOT / FAIR AMOUNT JUST A LITTLE KNOW NOTHING / NEVER HEARD OF

A B C

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely


54%BC 59%BC 56%BC 48% 52% 49% C 42%C 47%C 45% 47% 43% 43% C 31% 38% 38% 40% 43% 32%

Yes, Probably


30% 25% 30% 32% 27% 36% 35% 34%A 34% 28% 35% 37% 35% 33%A 31% 40% B 26% 41%

No, Probably


7% 8% 7% 9% 8% 7% 10% 10% 10% 11% 10% 9% 15%A 10% 15%AB 9% 18% 8%

No, Definitely


2% 2% 2% 4% 3% 1% 4% 2% 3% 4% 2% 2% 2% 3% 6%A 2% 4% 4%

DK /Not Sure


5% 5% 4% 7% 9% 7% 9%A 9% 9%A 11% A 10% 9% 17%AB 16%AB 10%A 8% 10% 15% AB

Top 2 Box Yes


85%BC 85% 87% 81% 80% 84% 77%C 80% 79% 75% 77% 80% 65% 71% 69% 81% 69% 73%

Low 2 Box No


10% 10% 9% 13% 11% 9% 14% 11% 13% 14% 13% 11% 17%A 13% 21% 11% 21% 12%


Impact ofKnowledge of Licensing and Roles

68

ONTARIOKnowledge of Licensing and Roles & Intention to Pursue Engineering Career - Tracking

As in 2013, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.

69

HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE

AB C D

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=280) (n=314) (n=363) (n=306) (n=260) (n=180) (n=200) (n=270) (n=292) (n=157) (n=156) (n=230) (n=37) (n=62) (n=63) (n=35) (n=45) (n=32) (n=16) (n=24) (n=31) (n=20) (n=16) (n=7)

57% 58% 62% 57% 54% 50% D 56% 59% 60% 51% 54% 50% D 46% 52% 54% 51% 56% 50% 59% 50% 53% 50% 47% 29%

Yes, Probably


35% 35% 29% 33% 37% 42% 34% 33% 33% 41% 37% 39% 46%B 41% 37% 34% 36% 39% 37% 44% 34% 48% 41% 46%

No, Probably


7% 5% 8% 7% 7% 7% 9% 8% 5% 7% 8% 9% 8% 8% 8% 13% 6% 11% 4% 6% 14% 3% 12% 25% AB

No, Definitely

(n=7) (n=8) (n=11) (n=13) (n=7) (n=5) (n=2) (n=6) (n=8) (n=3) (n=4) (n=7) (n=0) - (n=2) (n=1) (n=1) - (n=0) - (n=0) (n=0) (n=0) -

1% 1% 2% 2% 1% 1% 1% 1% 2% 1% 1% 2% - - 2% 1% 1% - - - - 0% 0% -

Top 2 Box Yes


92% 93% 91% 90% 91% 92% D 90% 92% 93% 92% 91% 89% D 93% 93% 91% 85% 92% 89% 96% 94% 87% 98% 88% 75%

Low 2 Box No


8% 6% 10% 9% 8% 8% 10% 9% 7% 8% 9% 11% 8% 8% 10% 14% 7% 11% 4% 6% 14% 3% 12% 25% AB


ONTARIOKnowledge of Licensing and Roles & Intention to Apply for Licensure - Tracking

Similarly, students level of knowledge of roles and licensing requirements has no impact on their intention to apply for licensure.

70


A B C D

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=232) (n=278) (n=305) (n=267) (n=230) (n=158) (n=156) (n=218) (n=227) (n=136) (n=131) (n=200) (n=31) (n=45) (n=41) (n=23) (n=31) (n=23) (n=11) (n=21) (n=20) (n= 18) (n= 17) (n=9)

47% 52%c 52%c 50% 48% 44% 44% 47% 47%c 44% 45% 43% 39% 38% 35% 34% 39% 36% 41% 44% 34%AB 45% 47% 38%

Yes, Probably


32% 29% 29% 30% 29% 39% 37% 33% 35% 33% 34% 35% 29% 36% 31% 38% 34% 41% 41% 29% 37% 25% 21% 38%

No, Probably


11% 9% 9% 11% 9% 7% 7% 9% 9% 8% 10% 9% 18%B 12% 17%A 7% 20% 9% 4% 13% 10% 13% 15% 8%

No, Definitely

(n=16) (n=15) (n=20) (n=18) (n=18) (n=8) (n=10) (n=3) (n=12) (n=11) (n=5) (n=11) (n=2) (n=6) (n=4) (n=3) (n=2) (n=2) (n=0) - (n=4) (n=0) (n=1) (n=1)

3% 3% 3% 3% 4% 2% 3% 1% 2% 4% 2% 2% 3% 5% 3% 4% 3% 3% - - 7% 0% 3% 4%

DK/Unsure


8% 8% 6% 6% 10% 8% 9% 10% 7% 11% 10% 10% 13% 10% 14%A 16% 15% 11% 15% 15% 12% 18% 15% 13%

Top 2 Box Yes


78%C 81% 81%C 79% 77% 83% 81%C 80% 82% 77% 79% 79% 68% 74% 66% 72% 68% 77% 82% 73% 71% 70% 68% 75%

Low 2 Box No


14% 12% 12% 14% 13% 9% 10% 10% 11% 12% 11% 12% 20%B 17% 20% 12% 18% 13% 4% 13% 17% 13% 18% 13%


Impact of Knowledge of Organizational Responsibility

71

ONTARIOKnowledge of Organizational Responsibility & Intention to Pursue Engineering Career - Tracking

Knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career this year.

72


A B C D

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely

(n=207) (n=204) (n=172) (n=116) (n=282) (n=405) (n=353) (n=257) (n=233) (n=219) (n=29) (n=26) (n=169) (n=110) (n=95) (n=159) (n-15) (n=35) (n=55) (n=35) (n=22) (n=36)

58% 59% 62% 56% 55% 58% 59% 56% D 56% 53% D 56% 47% 60% 53% 54% 50% D 42% 54% 58% 43% 42% 34%

Yes, Probably

(n=113) (n=116) (n=84) (n=78) (n=194) (n=240) (n=191) (n=158) (n=149) (n=162) (n=17) (n=24) (n=87) (n=78) (n=65) (n=123) (n=18) (n=28) (n=31) (n=36) (n=26) (n=49)

32% 33% 30% 37% 38% 34% 32% 35% 36% 39% 33% 44% 31% 38% 37% 38% 50%A 43% 33% 44% 49% 46%

No, Probably


9% 6% 5% 5% 7% 7% 7% 7% 7% 6% 10% 7% 7% 9% 7% 10% B 6% 3% 8% 12% A 9% 18% ABC

No, Definitely

(n=2) (n=7) (n=7) (n=5) (n=5) (n=6) (n=7) (n=9) (n=4) (n=5) (n=1) (n=1) (n=4) (n=2) (n=4) (n=5) (n=1) (n=0) (n=1) (n=1) - (n=2)

1% 2% 3% 2% 1% 1% 9% 2% 1% 1% 2% 2% 1% 1% 2% 2% 3% - 1% 1% - 2%

Top 2 Box Yes


90% 92% 92% 93% 92% 92% 91% 91% 92% 93% CD 89% 91% 91% 91% 91% 88% D 92% 97% 91% 87% 91% 80%

Low 2 Box No


10% 8% 8% 7% 8% 8% 9% 9% 8% 7% 12% 9% 8% 10% 9% 12% A 8% 3% 9% 13% 9% 25% ABC


ONTARIOKnowledge of Organizational Responsibility & Intention to Apply for Licensure - Tracking

Students with a high or moderate level of knowledge of organizational responsibility are more likely to be definitely likely to apply for licensure.

73


A B C D

2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009 2014 2013 2012 2011 2010 2009

Yes, Definitely


47%CD 48% 49% 45% 48% 50%

D46%C

D 49% 54% 48% D 47% 53%

D 29% 38% 49% 48% 44% 50% D 28% 48% 43% 35% 38% 34%

Yes, Probably


34% 32% 36% 35% 27% 46% 32% 31% 33% 29% 31% 39% 40% 36% 37% 30% 36% 38% 47% 28% 37% 37% 25% 46%

No, Probably


10% 10% 12% 10% 11% 4% 9% 9% 10% 9% 9% 6% 17%B 9% 10% 13% 11% 10% B 17% 6% 14% 7% 19% 18% ABC

No, Definitely

(n=10) (n=9) (n=10) (n=8) (n=8) - (n=16) (n=13) (n=15) (n=18) (n=12) (n=5) (n=2) (n=1) (n=10) (n=4) (n=5) (n=5) (n=0) (n=1) (n=5) (n=2) (n=1) (n=2)

3% 3% 4% 4% 3% - 3% 2% 3% 4% 3% 1% 4% 2% 4% 2% 3% 2% - 2% 6% 2% 2% 2%

Top 2 Box Yes


80% 80% 85% 81% 75% 96% D 78% 80% 87% 77% 79% 93%

CD 69% 75% 86% 78% 80% 88% D 75% 75% 80% 72% 62% 80%

Low 2 Box No


12% 13% 16% 13% 15% 4% 12% 11% 13% 13% 12% 7% 21% 11% 14% 14% 14% 12% A 17% 8% 20% 10% 21% 25%

ABC


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]

2014 Final Year Engineering Student Survey - Ontario Report Conducted by Ipsos Reid on behalf of...

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