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

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

May 2014

QUÉBECTable of Contents

Research Objectives 3

Methodology 4

Key Highlights 5

Executive Summary 6

Future Plans 10

Intention to Apply for Licensure 19

Licensing Knowledge 30

Knowledge of Ordre des ingénieurs du Québec 36

Knowledge of Professional Engineers Act of Québec 39

Career Assessment Tool 42

Demographics 47

Additional Analysis: Impact on Intention to Pursue

Attendance at OIQ Seminars 52

Knowledge of PEA 55

Knowledge of Licensing and Roles58

Knowledge of Organizational Responsibility 61

2

QUÉBECResearch Objectives

3

The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs at Quebec 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 license;

Final year engineering students’ level of knowledge of the Professional Engineers Act of their province.

QUÉBECMethodology

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 Quebec specifically, 9 schools participated and a total of n=328 students completed the survey.

The margin of error for this study (n=328) is ± 5.4%, 19 times out of 20.

4

QUÉBECKey Highlights

Compared to last year, we have observed a decline in terms of students’ intentions to pursue a career in engineering. While overall intentions on this 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 (93% vs. 97% in 2013), fewer students definitely will than in the past (56% down from 68% last year).

Two thirds (66%) of final year engineering students intend to go into the workforce immediately after graduating with their bachelors degree in Engineering, down from last year (76%), while a higher proportion plan to pursue more education (24% vs. 18% in 2013).

The proportion of students who indicate that when they began their studies they definitely intended on pursuing a career in engineering has declined from year over year (52% vs. 62%), while those who were likely to do so has increased (38% vs. 26%).

However, there have been some positive shifts in terms of students’ knowledge regarding the engineering profession year over year. Compared to 2013, we notice increases in students’ knowledge about certain aspects of the engineering profession, including: At more than nine in ten, students are more likely to be aware that a license is required to use the

title ‘Engineer’ (95% vs. 90% in 2013). In terms of organizational responsibility, students are more likely to know that CEAB is the

organization that accredits University engineering programs compared to 2013 (77% vs. 67%).

5

QUÉBECExecutive Summary

Future Intentions: Continuing Education Versus Entering Workforce Two thirds (66%) of final year engineering students say they intend to go into the workforce after graduating with

their bachelors degree in Engineering, while one quarter (24%) of students intend to pursue more education. Of those who plan to pursue more education, the vast majority intend to get their graduate degree in Engineering

(79%), while less than one in ten plan to pursue a graduate degree in another area (7%), an MBA (5%) or another professional degree (4%).

Among those students who plan to pursue more education, three quarters intend to study in Quebec (73%), followed by one in ten who plan to go outside of Canada (12%) and 4% who think they will go to Ontario.

Future Intentions: Engineering Career Over nine in ten (93%) students say they are likely to pursue a career in engineering, of which more than half

definitely will (56%) while four in ten probably will (38%). Fewer than one in ten students probably (6%) – 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 (46%). Other common mentions include that there are better employment opportunities elsewhere (14%) and that there are opportunities to earn more money elsewhere (14%).

At nine in ten (90%), the vast majority of students say that when they began their studies they planned to practice engineering upon completion of their program. Half of students began their undergraduate studies with a definite intention to pursue an engineering career (52%), while four in ten said it was likely (38%).

6

QUÉBECExecutive Summary (continued)

Future Intentions: Engineering Career (continued) Nine in ten students (91%) who intend to pursue a career in engineering after graduating say they were

definitely (54%) or likely (37%) to intend to pursue a career in the engineering field when they began their studies.

Of those who do not intend to pursue a career in the engineering field, three quarters (77%) indicate they were definitely (27%) or likely (50%) to plan on pursuing a career in engineering when they began their studies, while one quarter say that was never their intention (23%).

Future Intentions: Pursue Licensure Over half of all students (53%) indicate that they definitely intend to apply for licensure, while a further one

quarter (27%) say they probably will. Around one in ten probably/ definitely won’t apply (13%) or don’t know (8%) Similarly, of those students who specifically plan to pursue an engineering career, over half (56%) indicate

they definitely will and 27% probably will pursue their license. Of those who do not intend to immediately pursue their license, seven in ten indicate that they probably or

definitely will apply for licensure sometime down the road (68%), while one quarter do not foresee themselves applying in the future (27%).

The most commonly cited reasons for not ever pursuing their license are that it is not necessary for their career plans (46%). Other common mentions include lack of interest (18%), plans to pursue a different career path altogether (18%) or plans to work outside the country (18%).

Once informed that a P. Eng is required to practice engineering, nearly half (47%) of students who did not intend to pursue their license change their mind and indicate they are probably or definitely likely to do so.

7


Future Intentions: Pursue Licensure (continued) Of those who intend to pursue their license, a large majority plan to do so within one year (76%), of which six in

ten will do so within six months (59%). One in ten plan to apply after a year (8%), and nearly two in ten remain undecided (17%).

Among those students who plan to wait more than a year to apply for licensure or are unsure, a large majority (69%) 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 eight in ten (85%) students who originally intended on waiting more than six months to apply are now very (52%) or somewhat likely (33%) to do so within that timeframe.

Knowledge of Engineering Profession Virtually all students (96%) know that engineering is regulated by legislation. Few students are unsure (4%). Students’ knowledge of the Professional Engineers Act of their respective province is varied, three in ten report

having a fair amount of knowledge (29%), half say they know just a little (50%) while very few know a lot (4%). More than one in ten have heard of it, but know nothing about it (15%) and only 2% have never heard of the Act.

The vast majority of students know that a license is required to use the title ‘Engineer’ (95%) or perform engineering work independently (90%). Six in ten know that a license is not required to practice engineering work under the supervision of a P.Eng. (60%).

8


Knowledge of Engineering Profession (continued) Nine in ten students are able to correctly identify that OIQ is the organization responsible for licensing

engineers (88%), while eight in ten know that it also regulates the practice of professional engineers (81%). Comparatively, nearly eight in ten students know that CEAB is the organization that accredits University engineering programs (77%).

Students are less certain about which organization licenses companies offering engineering services, just over half believe it is OIQ (52%), while one third think it is CEAB (35%) and one quarter don’t know (23%).

Appetite for Career Assessment Tool At nearly nine in ten (86%), the vast majority of students think it would have been very (53%) or somewhat

helpful (33%) to have had a tool in high school that would help determine if they would have been a good fit for engineering studies.

An identical proportion of students (86%) feel that a career assessment would be helpful, of which half indicate it would be very helpful (52%) and one third somewhat helpful (34%).

Most students feel that a career assessment tool would be most helpful in their 3rd year of school (44%), followed by three in ten who mention their 2nd year (28%), while more than one in ten mention 1st year (13%) or 4th year (16%).

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

9

Future Plans

10

QUÉBEC

Educational Intentions

Plans After Graduation

66%

24%

8%

76%

18%

5%

2013 2014

11

79%

7%

5%

4%

5%

69%

4%

8%

6%

11%

Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=743); 2014 (n=328) Q13. Which of the following best describes the education you plan to pursue? Base: respondents who said “more education” in Q12, 2013 (n=130); 2014 (n=77)

Current Plans After Graduation

Two thirds of students intend on going into the workforce after graduation, lower than in 2013, while one quarter plan to pursue more education, higher than in 2013.

Among those who plan to further their education, eight in ten plan to pursue a graduate degree in engineering, while less than one in ten plan to pursue a graduate degree in another area, an MBA or another professional degree.

Go into the workforce

(n=217)(n=562)

Pursue more education

(n=77) (n=132)

Don’t know/ Unsure

(n=27)(n=35)

Pursue a graduate degree in engineering(n=61)(n=90)

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

Pursue an MBA(n=4)

(n=11)

Pursue another professional degree(n=3) (n=8)

Don’t know/ Unsure(n=4)

(n=14)

QUÉBECLocation of Anticipated Graduate Education

12

73%

12%

4%

1%

10%

82%

8%

3%

7%

20132014

Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation - 2013 (n=130); 2014 (n=77)

Location of Graduate Intentions

Among those students who plan to pursue more education, three quarters intend to study in Quebec, followed by one in ten who plan to go outside of Canada and 4% who think they will go to Ontario.

Quebec(n=56)

(n=106)

Outside of Canada(n=9)

(n=11)

Ontario(n=3)

(n=4)

British Columbia(n=1)

Don’t know/ Unsure(n=8)(n=9)

QUÉBECIntention to Pursue Engineering Career

56%

38%

6%1%

68%

29%

3%0%

2014 2013

13

Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=743); 2014 (n=328)

No(Low 2 Box)

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

Over nine in ten students intend on pursuing a career in the engineering field after completing their education. Compared to 2013, the proportion who definitely will pursue a career in engineering has declined and the

proportion who say they probably will or probably won’t has increased.

2014: 93%(n=306)

2013: 97%

(n=717)

2014: 7%(n=22)

2013: 3%(n=23)

Yes, I definitely will (n=183) (n=505)

Yes, I probably will (n=123) (n=212)

No, I probably won‘t (n=20) (n=23)

No, I definitely won't (n=2) (n=0)

Yes(Top 2 Box)

QUÉBECReasons for Not Pursuing Engineering

14

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=26; 2014 (n=22)

46%

14%

14%

9%

5%

14%

42%

15%

12%

4%

8%

4%

20132014

Reasons for Not Pursuing Engineering

The top reason for not pursuing a career in engineering is that engineering is not what they thought it would be. Other common mentions include that there are better employment opportunities elsewhere and that there are opportunities to earn more money elsewhere.

Engineering is not what I thought it was going to be(n=10)(n=11)

Better employment opportunities in another field(n=3) (n=4)

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

Interested in other things(n=2)(n=1)

To learn other skills/be multidisciplinary(n=1)(n=2)

Other mentions(n=3)(n=1)

QUÉBECIntended Career Outside of Engineering Among those who do not intend to pursue a career in Engineering, medicine, management/planning, IT and

education represent the top career options.

Compared to 2013 there has been an increase in the proportion who cite other mentions.

15

Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14,2013 (n=26); 2014 (n=22)

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

9%

5%

5%

5%

68%

9%

15%

12%

8%

8%

8%

2013 2014Medicine(n=2)(n=4)

Management/Planning (NET)

(n=1) (n=3)

IT/Information Technology (NET)

(n=1)

Education

(n=1)(n=2)

Other mentions

(n=15)(n=2)

DK/NS

(n=2)(n=2)

QUÉBECCareer Plans When Studies Commenced

16

Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All respondents 2013 (n=743); 2014 (n=328)

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

52%

38%

7%3%

62%

26%

9%4%

2014 2013

2014: 90%

(n=295)

2013: 88%(n=652)

Yes(Top 2 Box)

2014: 10%

(n=33)

2013: 12%(n=91)

No(Low 2 Box)

Yes, definitely (n=170) (n=462)

Yes, it was likely (n=125) (n=190)

No, it was unlikely (n=22) (n=64)

No, I definitely did not (n=11) (n=27)

Nine in ten report that when they began their studies they intended on practicing engineering upon completion, of which half indicate they definitely intended to do so, while four in ten 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.

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

17

Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Québec Students who intend to pursue a career in engineering 2013 (n=717); 2014 (n=306)

54%

37%

6% 4%

63%

25%

8% 4%

2014 2013





2014: 91%

(n=278)

2013: 88%(n=632)

Yes(Top 2 Box)

2014: 9%

(n=28)

2013: 12%(n=85)

No(Low 2 Box)

Nine in ten students who intend to pursue a career in engineering say they 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.

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

18

Q18. When you began your studies, did you plan to practice engineering when you completed your program?Base: Québec Students who did not intend to pursue a career in engineering 2013(n=26); 2014 (n=22)

27%

50%

23%

0%

27%

50%

23%

0%

2014 2013





2014: 77%

(n=17)

2013: 77%(n=20)

Yes(Top 2 Box)

2014: 23%

(n=5)

2013: 23%(n=6)

No(Low 2 Box)

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, while one quarter say that was not their intention.

Application Intentions for Professional Engineering

Licensure

19

QUÉBEC

53%

27%

8%5%

8%

59%

25%

7%3% 5%

2014

2013

Intention to Apply for Licensure

20

Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=743); 2014 (n=328)

Do You Intend To Apply for Licensure?

No(Low 2 Box)

Yes(Top 2 Box)

2014: 80% (n=262)

2013: 84%(n=626)

2014: 13%

(n=41)

2013: 11%(n=80)





Don’t know/ Unsure (n=25) (n=37)

At eight in ten, the vast majority of students intend on applying for licensure, of which over half definitely will, while one quarter probably will. Around one in ten do not intend on applying for their P. Eng. or don’t know.

QUÉBEC

56%

27%

6% 5% 6%

61%

25%

6%3% 5%

2014 2013

Intention to Apply for Licensure - Pursuing Engineering Career

21

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=717); 2014 (n=306)

Do You Intend To Apply for Licensure?






2014: 83%

(n=255)

2013: 86%(n=617)

Yes(Top 2 Box)

2014: 11%

(n=33)

2013: 9%(n=66)

No(Low 2 Box)

Among those students who intend to pursue a career in engineering, more than half definitely intend to apply for licensure, while nearly three in ten probably will. About one in ten probably/ definitely won’t apply or don’t know.

QUÉBEC

42%

27% 27%

5%

30%26% 26%

6%11%

2014 2013

Foresee Applying in Future P.Eng.

22

Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=71); 2014 (n=41)

Do You Ever Foresee Yourself Applying for Licensure?

Of those students who do not plan on applying for licensure, seven in ten indicate that they definitely or probably will apply for licensure sometime down the road, while one quarter say they do not foresee themselves applying in the future.

No(Low 2 Box)

Yes(Top 2 Box)

2014: 68%

(n=28)

2013: 56%(n=45)

2014: 27%

(n=11)

2013: 33%(n=26)




No, I definitely won't (n=5)


QUÉBECReasons for Not Applying for Licensure

23Q23. 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=26); 2014 (n=11)

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

46%

18%

18%

18%

9%

9%

15%

38%

12%

27%

2013 2014

Mentions <4% are not shown

Unnecessary (for career plans/ goals)(n=5)(n=4)

No interest (in pursuing an engineering career)

(n=2)(n=10)

Prefer to pursue/ continue on a different career path

(n=2)

Will be working outside of Canada(n=2)(n=3)

Pursuing career in software (engineer/ developer)

(n=1)(n=7)

Other mention(n=1)

Among those who do not ever intend to pursue licensure, the most cited reasons are that it is not necessary for their career plans. Other common mentions include lack of interest, plans to pursue a different career path altogether or plans to work outside the country.

QUÉBECInterest Once Told P.Eng. License is Required to Practice

11%

37%

29%

3%

21%

11%

19%

28%

11%

31%

2014 2013

24

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. license? Base: Respondents who do not intend to apply for licensure or are not sure, 2013 (n=72); 2014 (n=38)

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

No(Low 2 Box)

Yes(Top 2 Box)

2014: 47%

(n=18)

2013: 31%(n=22)

2014: 32%

(n=12)

2013: 39%(n=28)






Once informed that a P. Eng is required to practice engineering, nearly half indicate that they definitely or probably will apply, while one third definitely or probably will not and two in ten don’t know.

Compared to 2013, students are more likely to feel that they probably will apply.

QUÉBECApplication Timeframe

59%

17%

8%

17%

63%

18%

8%12%

2014

2013

25

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=693); 2014 (n=308)

Within six months after graduation

(n=183) (n=439)

Within a year after graduation (n=51) (n=122)

More than a year after graduation

(n=23) (n=52)

Don't know/unsure (n=51) (n=80)

At six in ten, the majority of those who plan to apply for licensure intend to do within six months of graduation, while nearly two in ten plan to apply within a year of graduating or don’t know. One in ten plan to apply more than a year after graduating.

2014: 76%

(n=234)

2013: 81%(n=561)

QUÉBECReasons for Waiting to Apply

69%

12%

5%

4%

4%

4%

72%

7%

7%

4%

1%

26

Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondent who apply for licensure more than a year after graduation or don't know/unsure about when applying for licensure ‘ 2013 (n=132); 2014 (n=74)


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

I want to achieve required experience(n=51)(n=95)

Intend to get a graduate degree (n=9)(n=9)

Not sure if needed in chosen field of work (n=4)(n=9)

Uncertain about my career path(n=3)

Want to pursue other studies/further education

(n=3)(n=5)

Other mentions (n=3)(n=1)

Of those who intend on waiting more than a year to apply or are unsure, seven in ten indicate the desire to achieve the required experience before applying.

QUÉBEC

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

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

52%

33%

9%6%

50%

38%

5%2%

6%

2014

2013

27

Q29. If you knew that by applying for licensure within 6 months of graduation you are 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 >6mths after graduation, 2013 (n=254); 2014 (n=125)

Likely(Top 2 Box)

Unlikely(Low 2 Box)

2014: 85%(n=106)

2013: 87%(n=222)

x

2014: 9%(n=11)

2013: 7%(n=18)

x

Very likely (n=65) (n=126)

Somewhat likely (n=41) (n=96)

Somewhat unlikely (n=11) (n=12)

Very unlikely (n=6)

Don't know / Unsure (n=8) (n=14)

Once told that EIT fees are waived for those applying within six months of graduation, more than eight 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.

QUÉBECIntended Country of Application

99%

18%

11%

3%

3%

99%

15%

11%

5%

3%

20132014

28

Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=693); 2014 (n=308)

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

2014: 14%

(n=44)

2013: 16%(n=109)

Canada(n=305)(n=686)

US(n=55)

(n=107)

Europe (n=34)(n=75)

Asia (n=10)(n=34)

Other (n=9)(n=22)

Among those students who intend on applying for licensure sometime in the future, virtually all intend on doing so in Canada, while two in ten plan to apply in the US and slightly fewer abroad.

QUÉBECProvince of Intended Licensure

88%

25%

14%

13%

2%

2%

2%

2%

2%

1%

1%

4%

94%

20%

10%

11%

2%

2%

2%

1%

1%

1%

2%

20132014

29Q26. 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=686); 2014 (n=305)

Quebec(n=268)(n=643)

Ontario (n=77)(n=139)

Alberta (n=43)(n=69)

British Columbia(n=38)(n=74)

Saskatchewan(n=7)

(n=12)

Nova Scotia(n=7)

(n=12)

New Brunswick(n=7)

(n=11)

Newfoundland/Labrador(n=7)

(n=13)

Prince Edward Island(n=5)(n=6)

Manitoba(n=4)

(n=10)

Yukon/Northwest Territories/Nunavut(n=4)

(n=10)

Don’t know/Unsure(n=13)(n=16)

Nine in ten students who intend on applying for licensure plan on doing so in Quebec, followed by one quarter who intend on applying in Ontario, and more than one in ten in Alberta or British Columbia.

Compared to 2013, students are less likely to intend on applying for licensure in Quebec.

Licensing Knowledge

30

QUÉBECEngineering Regulated by Legislation

96%

1%4%

95%

2% 3%

2014 2013

31

Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All Respondents 2013 (n=743); 2014 (n=328)

Is the Practice of Engineering Regulated by Legislation?

Yes (n=314) (n=709)

No (n=2) (n=14)


Virtually all students know that engineering is regulated by legislation, while 4% are unsure.

QUÉBECLicensing for Roles within Engineering

32

Q8. As far as you know, is a license required before being able to do the following in ... Base: All respondents 2013 (n=743); 2014 (n=328)

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

2014

2013

2014

2013

2014

2013

95%

90%

90%

90%

31%

34%

3%

7%

6%

7%

60%

55%

2%

3%

4%

4%

9%

11%

Yes No Don't Know / Unsure

Engineer

Practice engineering work independently

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

Virtually all students know that a license is required to use the title ‘Engineer’ (95%), while nine in ten know that a license is required to perform engineering work independently and six in ten that a license is not required to practice engineering work under the supervision of a P.Eng.

Compared to 2013, students are more likely to know that a license is required to use the title ‘Engineer.’

QUÉBECKnowledge of Licensing and Roles

51%43%

6%0%

44%49%

6%1%

2014 2013

33

Q8. As far as you know, is a license required before being able to do the following in .. Base: All Respondents 2013 (n=743); 2014 (n=328)

Knowledge Level of Engineering Practices Requiring a License

High/Moderate(Top 2 Box)

Little/None(Top 2 Box)

2014: 94%(n=308)

2013: 93%(n=689)

2014: 6%(n=20)

2013: 7%(n=54)

x

High (n=166) (n=328)

Moderate (n=142) (n=361)

Low (n=19) (n=43)

None (n=1) (n=11)

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

More than 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 half were correct in all three fronts, a statistically significant increase compared to 2013. Fewer than one in ten have little knowledge on the subject.

QUÉBECOrganizational Responsibilities

34

2014 2013 2014 2013 2014 2013 2014 2013 2014 2013

88%85%

81% 79% 73% 73% 52% 48%

20%34%

14% 16%31% 30%

48% 44%35% 36%

77%67%

6% 8% 8% 9% 12% 13%23% 26%

12% 12%

Don't know/ Unsure CEAB OIQ

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=743); 2014 (n=328)

Licenses professional engineers

Regulates the practice of professional engineers

Promotes the interests of professional engineers

Licenses companies offering engineering services to the public

Accredits University Eng. programs

At nine in ten, the vast majority of students are able to correctly identify that OIQ is the organization responsible for licensing engineers, while eight in ten know that it also regulates the practice of professional engineers. Three quarters know that CEAB is the organization that accredits University engineering programs, higher than in 2013, while students are less certain about which organization licenses companies offering engineering services, half believe it is OIQ, while one third think it is CEAB and one quarter don’t know.

QUÉBECKnowledge of Organizational Responsibility

39%

52%

6% 4%

30%

57%

9%5%

2014 2013

35

Knowledge Level of Organizational Responsibility within the Engineering Profession

High/ Moderate(Top 2 Box)

Little/ None(Top 2 Box)

2014: 91%(n=298)

2013: 87%(n=644)

x

2014: 10%(n=30)

2013: 14%(n=99)

x

High (n=128) (n=226)

Moderate (n=170) (n=418)

Low (n=18) (n=65)

None (n=12) (n=34)

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

Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All Respondents 2013 (n=743; 2014 (n=328)

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 had perfect knowledge, higher than in 2013. One in ten have either low level or no knowledge on the subject.

36

Attendance at OIQ Seminar(s) and awareness of SMP program

QUÉBECAttendance of OIQ Seminar

47%51%

2%

32%

66%

3%

2014 2013

37

Q11. Have you ever attended a workshop/ seminar/ talk given by a provincial engineering association representative? Base: All respondents 2013 (n=743); 2014 (n=328)

Ever Attend a OIQ Seminar?

Yes (n=154) (n=236)

No (n=168) (n=488)


Nearly half of students report having attended a seminar or workshop given by a OIQ representative, higher than in 2013.

QUÉBECAssociation with OIQ’s SMP

34%

25%

12%

29%

50%

19%

9%

22%

20132014

38

Q32. Which of the following best describes your association with the [provincial engineering association]’s Student Membership Program (SMP)? Base: All Respondents 2013 (n=743); 2014 (n=328)

Aware(Top 3 Box)

2014: 71%

(n=232)

2013: 78%(n=579)

Currently a member(n=110)(n=370)

Heard of it and interested in becoming a member

(n=83)(n=142)

Heard of it but not interested in becoming a member

(n=39)(n=67)

Never heard of it(n=96)

(n=164)

At seven in ten, the majority of students are aware of OIQ’s Student Membership Programs (SMP), lower than in 2013. Of which one third are currently a member, one quarter are interested in becoming a member, while one in ten have heard of it but are not interested.

39

Professional EngineersAct of Québec

QUÉBECProfessional Engineers Act of Québec

4%

29%

50%

15%

2%3%

36%

44%

14%

2%

2014 2013

40

Q6. The practice of engineering is regulated by the Professional Engineers Act of [respective province]. Which of the following best describes how much you know about the Professional Engineers Act of ? Base: All respondents 2013 (n=743); 2014 (n=328)

Familiar(Top 3 Box)

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

2014: 83%(n=273)

2013: 84%(n=625)

x

A lot (n=13) (n=26)

A fair amount (n=95) (n=269)

Just a little (n=165) (n=330)

Heard of it, but know nothing about it

(n=48) (n=102)

Never heard of it (n=7) (n=16)

At more than eight in ten, the vast majority of students report being familiar with the Professional Engineers Act of Québec. Three in ten report having a fair amount of knowledge, lower than in 2013, half say they know just a little while very few know a lot. More than one in ten have heard of the Act, but know nothing about it and only 2% have never heard of it.

QUÉBECProfessional Engineers Act of Québec

52%

20%

8%

8%

6%

55%

22%

5%

6%

8%

20132014

41Q7. Where did you first hear about the Professional Engineers Act of [respective province]? Base: Respondents who know about the Act 2013 (n=625); 2014 (n=273)


2014: 72%(n=196)

2013: 77%(n=480)

University prof or course

From a University Law & Ethics Course(n=141)(n=342)

From a University professor /administrator (n=55)

(n=138)

From a family member or friend (n=21)(n=50)

From a representative of ....(n=23)(n=38)

From a professional engineer(n=17)(n=32)

Most students continue to report having heard about the Professional Engineers Act of Québec through a university law and ethics course or a university professor or administrator.

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

Career Assessment Tool

42

QUÉBEC

43

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=328

(n=42)

Very helpful Somewhat helpful Not very helpful Not at all helpful

53%

33%

8% 6%

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

Helpful (Top 2 Box)

14%(n=45)

Not Helpful (Top 2 Box)

86%(n=283)

Helpfulness of Engineering Fit Tool During High School At nearly nine 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.

QUÉBECHelpfulness of Career Assessment Tool During University

44

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=328)

Very helpful Somewhat helpful Not very helpful Not at all helpful

52%

34%

11%

3%

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

Nearly nine in ten feel that a career assessment would be helpful, of which half indicate it would be very helpful.

Helpful (Top 2 Box)

Not Helpful (Top 2 Box)

86%(n=282)

14%(n=46)

QUÉBECCareer Assessment Tool - 2014

45

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=328)

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

13%

28%

44%

16%

(n=42) (n=91) (n=114)

(n=51)

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 three in ten who mention 2nd year, while more than one in ten mention 1st or 4th year.

QUÉBECAwareness of Career Focus Program

46

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=328)

Yes 3%

No 97%

(n=10)

(n=318)

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

Demographics

47

QUÉBECPre-Graduation Work Experience

48

Q33 Have you been able to obtain pre-graduation engineering work experience? Base: Respondents applied for license or Don't know/ Unsure (n=26)

Yes No Not sure if what I have done qualifies

65%

15%19%

(n=17) (n=4)

(n=5)

Two thirds report having been able to obtain pre-graduation work experience, while two in ten are not sure what qualifies and more than one in ten have not.

QUÉBEC

Parent(n=78)

(n=141)

Other family member (n=49)(n=92)

Friend/Acquaintance (n=26)(n=72)

Teacher(n=16)(n=60)

Guidance Counselor(n=7)

(n=10)

Inspiration for Pursuing Engineering

49

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

92%

8%

82%

18%

81%

15%

56%

38%

29%

71%

93%

7%

90%

10%

83%

17%

81%

19%

40%

60%


59%

37%

20%

12%

5%

47%

31%

24%

20%

3%

2013 2014

Yes %

2013

2014

41%

40%

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=743); 2014 (n=328) Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 (n=305 )2014 n=132 Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering.

Four in ten students feel a particular individual inspired them to enter engineering specifically. Of those who felt inspired, six in ten cite a parent as that individual who motivated them while nearly four in ten

mention another family member, two in ten cite a friend/acquaintance and one in ten cite a teacher. In terms of gender, the vast majority indicate that it was a male who inspired them.

QUÉBEC

65%

20%

10%

5%

61%

26%

10%

Permanent Residency

84%

6%10%

89%

4%7%

2014

50

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=796; 2014 (n=328)Q35. You indicated that you are attending university in 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 , 2013 (n=31); 2014 (n=20)

Resident of Another Province/Territory:

I am a permanent resident of [Province].

(n=274) (n=661)

I am attending an [Province] university but I am a permanent

resident of another province/territory.

(n=20) (n=31)

I am an international student attending an [Province] university.

(n=34) (n=51)

Ontario(n=13)(n=19)

British Columbia(n=4)(n=8)

Alberta(n=2)(n=3)

Yukon(n=1)

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

Of those who are a permanent resident of another province, the majority are from Ontario, followed by British Columbia and Alberta.

QUÉBEC

26%

18%

16%

10%

5%

5%

26%

11%

15%

6%

20132014

Engineering Disciplines

51

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=743); 2014 (n=328)


Mechanical Engineering(n=85)

(n=196)

Civil Engineering(n=58)(n=79)

Electrical Engineering(n=51)

(n=110)

Chemical Engineering(n=34)(n=42)

Computer Engineering(n=16)(n=53)

Industrial Engineering(n=15)

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

Compared to 2013, students are more likely to be in civil or chemical engineering programs.

52

Impact of OIQ Seminar/ Workshop Attendance

QUÉBECOIQ Workshop/Seminar Attendance & Intention to Pursue Engineering Career

53

HAS ATTENDED AN OIQ WORKSHOP / SEMINAR

HAS NOT ATTENDED AN OIQ WORKSHOP / SEMINAR

A B

2013 2014 2013 2014236 154 488 168

Yes, Definitely72% 57% 67% 55%

169 87 328 93

Yes, Probably26% 38% 29% 38%

61 58 140 63

No, Probably2% 5% 4% 7%

4 8 19 11

No, Definitely1% 1% 0% 1%

2 1 1 1

Top 2 Box Yes98% 94% 96% 93%

230 145 468 156

Low 2 Box No3% 6% 4% 7%

6 9 20 12

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 an OIQ workshop/seminar.

Compared to 2013, students are less likely to definitely be likely to pursue a career in engineering and more likely to probably do so, regardless if a student has attended an OIQ workshop/seminar.

QUÉBECOIQ Workshop/Seminar Attendance & Intention to Apply for Licensure

54

HAS ATTENDED AN OIQ WORKSHOP / SEMINAR

HAS NOT ATTENDED AN OIQ WORKSHOP / SEMINAR

A B

2013 2014 2013 2014

236 154 488 168

Yes, Definitely71% B 53% 55% 52%

167 82 267 88

Yes, Probably16% 28% 28% A 26%37 43 139 43

No, Probably7% 5% 8% 10%54 8 38 17

No, Definitely3% 6% 5% 4%26 9 22 7

DK/Not Sure5% 8% 5% 8%37 12 22 13

Top 2 Box Yes84% 81% 83% 78%626 125 406 131

Low 2 Box No11% 11% 12% 14%80 17 60 24

Intention to Apply for the Professional Engineers Licensure

At the overall level, there is no difference in students’ level of intention to apply for licensure between those who have attended an OIQ workshop/ seminar and those who have not.

Compared to 2013, students who have attended are less likely to definitely be likely to apply for licensure and more likely to probably do so.

55

Impact of Knowledge of the Professional Engineers

Act of Québec

QUÉBECKnowledge of Professional Engineers Act of Québec & 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

295 108 330 165 118 55

Yes, Definitely74% BC 65% C 66% 54% 59% 44%

218 70 217 89 70 24

Yes, Probably24% 26% 30% 41% A 34% 49% A

72 28 100 68 40 27

No, Probably2% 7% 3% 5% 7% 7%

5 8 10 8 8 4

No, Definitely- 2% - - - -

0 2 0 0 0 0

Top 2 Box Yes98% 91% 97% 95% 93% 93%

290 98 317 157 110 51

Low 2 Box No2% 9% 3% 5% 7% 7%

5 10 10 8 8 4

56


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.

Compared to 2013, those with a lot/ fair amount of knowledge are less likely to intend on pursuing a career in engineering, while those who have just a little knowledge are less likely to definitely intend on doing so.

QUÉBECKnowledge of Professional Engineers Act of Québec & Intention to Apply for Licensure

57

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

A B C

2013 2014 2013 2014 2013 2014

295 108 330 165 118 55

Yes, Definitely67% BC 54% 58% C 53% 61% 53%

197 58 190 88 55 29

Yes, Probably23% 27% 25% 26% 28% 29%67 29 84 42 33 16

No, Probably3% 9% 8% A 7% 15% AB 6%10 10 26 12 18 3

No, Definitely3% 4% 3% 6% 6% 6%9 4 10 9 7 3

DK /Not Sure4% 7% 6% 9% 4% 7%12 7 20 14 5 4

Top 2 Box Yes89% C 81% 83% C 79% 75% 82%

264 87 274 130 88 45

Low 2 Box No6% 13% 11% A 13% 21% AB 11%19 14 36 21 25 6


Overall, there is no difference in students’ level of intention to apply for licensure between those who have a higher level of knowledge of the Professional Engineers Act versus a lower level of knowledge.

Compared to 2013, those with a lot/fair amount of knowledge are less likely to be definitely likely to intend to apply for licensure.

Impact ofKnowledge of Licensing and Roles

58

QUÉBEC

59


HIGH KNOWLEDGE MODERATE KNOWLEDGE

LOW KNOWLEDGE NO KNOWLEDGE

A B C D

2013 2014 2013 2014 2013 2014 2013 2014

328 166 361 142 43 19 11 1

Yes, Definitely67% D 59% 71% D 51% 58% 58% 36% 100%

219 98 257 73 25 11 4 1

Yes, Probably29% 35% 25% 41% 40% 37% 64% AB -

96 58 92 58 17 7 7 0

No, Probably4% 6% 2% 6% 2% 5% - -

13 10 9 9 1 1 0 0

No, Definitely- - 1% 1% - - - -0 0 3 2 0 0 0 0

Top 2 Box Yes96% 94% 97% 92% 98% 95% 100% 100%315 156 349 131 42 18 11 1

Low 2 Box No4% 6% 3% 8% 2% 5% - -13 10 12 11 1 1 0 0


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 moderate level of knowledge are less likely to be definitely likely to pursue a career in engineering.

Knowledge of Licensing and Roles & Intention to Pursue Engineering Career

QUÉBECKnowledge of Licensing and Roles & Intention to Apply for Licensure

60




A B C D

2013 2014 2013 2014 2013 2014 2013 2014

328 166 361 142 43 19 11 1

Yes, Definitely60% D 50% 62% CD 61% A 44% 21% 18% 100%

196 83 225 87 19 4 2 1

Yes, Probably26% 27% 22% 25% 33% 37% 55% AB -

84 45 80 35 14 7 6 0

No, Probably6% 7% 8% 8% 12% 16% - -

20 11 29 11 5 3 0 0

No, Definitely4% 7% 3% 2% 2% 11% - -

13 11 12 3 1 2 0 0

Top 2 Box Yes85% 77% 84% 86% 77% 58% 73% 100%

280 128 305 122 33 11 8 1

Low 2 Box No10% 13% 11% 10% 14% 26% - -

33 22 41 14 6 5 0 0


Students with a moderate degree of knowledge of roles and licensing requirements are significantly more likely than those with a high level of knowledge to intend to apply for licensure.

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

Impact of Knowledge of Organizational Responsibility

61

QUÉBEC

62



A B C D

2013 2014 2013 2014 2013 2014 2013 2014

226 128 418 170 65 18 34 12

Yes, Definitely69% D 56% 69% D 57% 66% 56% 50% 42%

156 72 289 96 43 10 17 5

Yes, Probably28% 34% 27% 40% 32% 44% 38% 33%

64 43 114 68 21 8 13 4

No, Probably2% 10% B 3% 2% 2% - 9% A 25%

5 13 14 4 1 0 3 3

No, Definitely0% - 0% 1% - - 3% -

1 0 1 2 0 0 1 0

Top 2 Box Yes97% 90% 97% 97% A 98% 100% 88% 75%

220 115 403 164 164 18 30 9

Low 2 Box No3% 10% B 3% 4% 2% - 12% 25%

6 13 15 6 1 0 4 3




Knowledge of Organizational Responsibility & Intention to Pursue Engineering Career

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

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

QUÉBECKnowledge of Organizational Responsibility& Intention to Apply for Licensure

63




A B C D

2013 2014 2013 2014 2013 2014 2013 2014

226 128 418 170 65 18 34 12

Yes, Definitely61% D 58% 60% D 52% 69% D 50% 21% 33%

138 74 252 88 45 9 7 4

Yes, Probably23% 24% 24% 27% 28% 39% 41% AB 25%53 31 99 46 18 7 14 3

No, Probably8% 7% 7% 9% - - 15% 8%

19 9 30 15 0 0 5 1

No, Definitely3% 4% 4% 7% - - 6% 07 5 17 11 0 0 2 -

Top 2 Box Yes85% D 82% 84% D 79% 97% ABD 90% 62% 58%

191 105 351 134 63 16 21 7

Low 2 Box No12% 11% 11% 15% - - 21% 8%

26 14 47 26 0 0 7 1



Overall, knowledge of organizational responsibility has no significant impact on intention 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]

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

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