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

2. WEST Table of Contents Research Objectives3 Methodology4 Key Highlights5 Executive Summary7 Future Plans11 Intention to Apply for Licensure20 Licensing Knowledge31 Knowledge of Association of Professional Engineers 37 Knowledge of Professional Engineers Act 40 Career Assessment Tool43 Demographics48 Additional Analysis: Impact on Intention to Pursue Attendance at Workshop/Seminar53 Knowledge of PEA56 Knowledge of Licensing and Roles59 Knowledge of Organizational Responsibility62 2

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

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

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

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

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

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

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

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

11. Future Plans 11

12. WEST Plans After Graduation 12 Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=484); 2014 (n=606) Q13. Which of the following best describes the education you plan to pursue? Base: Respondents who said “more education” in Q12, 2013 (n=48); 2014 (n=63). Current Plans After Graduation Educational Intentions Go into the workforce (n=499) (n=419) Pursue more education (n=63) (n=48) Don't know/Unsure (n=28) (n=13) Pursue a graduate degree in engineering (n=40) (n=32) Pursue another professional degree (n=12) (n=5) Pursue a graduate degree in another area of study (n=4) (n=5) Pursue an MBA (n=3) (n=4) Don’t know/Unsure (n=4) (n=0)  At eight in ten, the vast majority of students intend on going into the workforce after graduation, lower than in 2013, while one in ten plan to pursue more education.  Among those who plan to further their education, two thirds plan to pursue a graduate degree in engineering, while two in ten plan to pursue a professional degree, and fewer than one in ten plan to pursue a graduate degree in another area or an MBA.  At eight in ten, the vast majority of students intend on going into the workforce after graduation, lower than in 2013, while one in ten plan to pursue more education.  Among those who plan to further their education, two thirds plan to pursue a graduate degree in engineering, while two in ten plan to pursue a professional degree, and fewer than one in ten plan to pursue a graduate degree in another area or an MBA.

13. WEST Location of Anticipated Graduate Education 13 Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation 2013 (n=48); 2014 (n=63) Location of Graduate Intentions British Columbia (n=17) (n=7) Alberta (n=13) (n=16) Outside of Canada (n=9) (n=8) Ontario (n=8) (n=5) Manitoba (n=6) (n=5) Saskatchewan (n=2) (n=3) Don't know/ Unsure (n=8) (n=2)  Among those students who plan to pursue more education, nearly three in ten intend to study in British Columbia, followed by two in ten who plan to study in Alberta and around one in ten who intend to go outside Canada, or study in Ontario or in Manitoba.

14. WEST Intention to Pursue Engineering Career 14 Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=484); 2014 (n=606) Yes (Top 2 Box) No (Low 2 Box) Do You Plan to Pursue a Career in the Engineering Field? Yes, I definitely will (n=424) (n=362) Yes, I probably will (n=144) (n=105) No, I probably won‘t (n=32) (n=9) No, I definitely won't (n=6) (n=8) 2014: 94% (n=568) 2013: 97% (n=467 ) 2014: 6% (n=38) 2013: 4% (n=17)  Over nine in ten students intend on pursuing a career in the engineering field after completing their education, lower than in 2013.

15. WEST Reasons for Not Pursuing Engineering 15 Q16. What is the primary reason you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 2013 (n=17); 2014 (n=38) Reasons for Not Pursuing Engineering Engineering is not what I thought it was going to be (n=14) (n=5) Better employment opportunities in another field (n=6) (n=4) Never intended to pursue a career in engineering (n=4) (n=3) Opportunities to earn more money in another field (n=3) (n=2) Interested in other things (n=4) (n=1) Medical career (n=1) (n=0) Pursue alternative education/career (n=1) (n=0) Other mention (n=5) (n=2)  The top reason for not pursuing a career in engineering is that engineering is not what they thought it would be. Other common mentions include that there are better employment opportunities elsewhere, that they never intended to pursue a career in engineering and that there are opportunities to earn more money elsewhere. Due to small base sizes, results should be interpreted with caution.

16. WEST Intended Career Outside of Engineering  Among those who do not intend to pursue a career in Engineering, medicine, research, architecture and marketing represent the top career options. Due to small base sizes, results should be interpreted with caution.  Compared to 2013 there has been a decline in the proportion who cite miscellaneous other mentions.  Among those who do not intend to pursue a career in Engineering, medicine, research, architecture and marketing represent the top career options. Due to small base sizes, results should be interpreted with caution.  Compared to 2013 there has been a decline in the proportion who cite miscellaneous other mentions. 16 Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14,2013 (n=17); 2014 (n=38) Intended Career Outside of Engineering (Does Not Plan to Pursue Engineering Career) Mentions may add to more than 100% as respondents were able to provide more than one response Medicine (n=7) (n=2) Research (n=5) (n=0) Architecture (n=3) Marketing (n=2) Information Technology (n=3) Other (n=9) (n=11) Don't Know/ Unsure (n=8) (n=1)

17. WEST Career Plans When Studies Commenced  Virtually all students (96%) say that when they began their studies they planned to practice engineering upon completion of their program, of which six in ten indicate they definitely intended to do so, while one third felt it was likely. Compared to 2013, students are less likely to indicate they definitely intended to do so, while more indicate it was likely. 17 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All Respondents 2013 (n=484); 2014 (n=606) Did You Plan to Practice Engineering When You Began Your Studies? Yes (Top 2 Box) No (Low 2 Box) Yes, definitely (n=378) (n=344) Yes, it was likely (n=203) (n=122) No, it was unlikely (n=21) (n=17) No, I definitely did not (n=4) (n=1) 2014: 96% (n=581) 2013: 96% (n=466 ) 2014: 4% (n=25) 2013: 4% (n=18)

18. WEST Current and Prior Career Intentions (among students who intend to pursue a career in engineering)  Virtually all students who intend to pursue a career in engineering say they were definitely or likely planned to do so when they began their studies.  Compared to 2013, fewer students indicate that they definitely were planning on pursuing a career in engineering when they began their studies, while more indicate it was likely.  Virtually all students who intend to pursue a career in engineering say they were definitely or likely planned to do so when they began their studies.  Compared to 2013, fewer students indicate that they definitely were planning on pursuing a career in engineering when they began their studies, while more indicate it was likely. 18 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who began their studies with the intention of pursuing a career in engineering 2013 (n=467); 2014 (n=568) No (Low 2 Box) Yes (Top 2 Box) Yes, definitely (n=368) (n=337) Yes, it was likely (n=185) (n=116) No, it was unlikely (n=11) (n=13) No, I definitely did not (n=4) (n=1) 2014: 97% (n=553) 2013: 97% (n=453 ) 2014: 3% (n=15) 2013: 3% (n=14)

19. WEST Current and Prior Career Intentions (among students who do not intend to pursue a career in engineering)  Of those who do not intend to pursue a career in the engineering field, three quarters indicate they were definitely or likely to plan on pursuing a career in engineering when they began their studies. Due to small base sizes, results should be interpreted with caution. 19 Q18. Base: Students who when they began their studies did not intend to pursue a career in engineering 2013 (n=17); 2014 (n=38) No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=10) (n=7) Yes, it was likely (n=18) (n=6) No, it was unlikely (n=10) (n=4) No, I definitely did not (n=0) (n=0) 2014: 74% (n=28) 2013: 76% (n=13 ) 2014: 26% (n=10) 2013: 24% (n=4)

20. Application Intentions for Professional Engineering Licensure 20

21. WEST Intention to Apply for Licensure  At more than eight in ten, the vast majority of students intend on applying for licensure, of which more than half definitely will, lower than in 2013, while three in ten probably will, higher than in 2013. About one in ten do not intend on applying for their P. Eng or don’t know. 21 Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=484); 2014 (n=606) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=321) (n=319) Yes, I probably will (n=182) (n=114) No, I probably won‘t (n=41) (n=20) No, I definitely won't (n=17) (n=10) Don’t know/ Unsure (n=45) (n=21) 2014: 83% (n=503) 2013: 90% (n=433 ) 2014: 10% (n=58) 2013: 6% (n=30)

22. WEST Intention to Apply for Licensure - Pursuing Engineering Career  Among those students who intend to pursue a career in engineering, nearly six in ten definitely intend to apply for licensure, lower than in 2013, while a further three in ten probably will, higher than in 2013. Less than one in ten probably/definitely won’t apply or don’t know. 22 Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who intend to pursue a career in the engineering field 2013 (n=467); 2014 (n=568) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=320) (n=318) Yes, I probably will (n=174) (n=109) No, I probably won‘t (n=25) (n=15) No, I definitely won't (n=7) (n=5) Don’t know/ Unsure (n=42) (n=20) 2014: 87% (n=494) 2013: 91% (n=427 ) 2014: 5% (n=32) 2013: 4% (n=20)

23. WEST Foresee Applying in Future P.Eng. 23 Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=30); 2014 (n=58) Do You Ever Foresee Yourself Applying for Licensure?  Of those students who do not plan on applying for licensure, two thirds do not foresee themselves applying in the future, while two in ten feel that they definitely or probably will apply for licensure sometime down the road and one in ten don’t know. Due to small base sizes, results should be interpreted with caution. No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=5) (n=6) Yes, I probably will (n=8) (n=6) No, I probably won‘t (n=31) (n=10) No, I definitely won't (n=7) (n=5) Don’t know/ Unsure (n=7) (n=3) 2014: 22% (n=13) 2013: 40% (n=12 ) 2014: 66% (n=38) 2013: 50% (n=15)

24. WEST Reasons for Not Applying for Licensure  Among those who do not ever intend to pursue licensure, the most cited reasons are a lack of interest, that it is not necessary for their career plans or a preference to pursue a different career path. Due to small base sizes, results should be interpreted with caution. 24 Q23. Why do you not intend to apply for licensure as a Professional Engineer (P.Eng)? Base: Respondents who do not ever foresee themselves applying for licensure, 2013 (n=15); 2014 (n=38). Why do you not intend to pursue the P.Eng. Licence? No interest (in pursuing an engineering career ) (n=15) (n=4) Unnecessary (for career plans/ goals) (n=10) (n=4) Prefer to pursue/ continue on a different career path (n=8) (n=1) Will be working outside of Canada (n=4) (n=2) Pursuing career in medicine (n=3) (n=0) Costs/ fees mentions (n=2) (n=0) Too much added responsibility (n=2) Pursuing career in software (n=2) (n=1)

25. WEST Interest Once Told P.Eng. Licence is Required to Practice 25 Q24. Since a license is required to legally refer to yourself as an engineer, or to practice as an engineer, do you plan to apply for your P.Eng. licence? Base: Respondents who do not intend to apply for licensure or are not sure, 2013 (n=39); 2014 (n=90) Given that a Licence is Required to Practice Engineering, Do You Intend to Apply? No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=12) (n=4) Yes, I probably will (n=14) (n=9) No, I probably won‘t (n=29) (n=12) No, I definitely won't (n=6) (n=6) Don’t know/ Unsure (n=29) (n=8) 2014: 29% (n=26) 2013: 33% (n=13 ) 2014: 39% (n=35) 2013: 46% (n=18)  Once informed that a P. Eng is required to practice engineering, three in ten indicate that they definitely or probably will apply, while four in ten definitely or probably will not and one third don’t know.

26. WEST Application Timeframe 26 Apply Within 1 Year (Top 2 Box) When Do You Plan to Apply for Licensure? Q27. Do you intend to apply for licensure...? Base: Respondents who plan to apply for licensure, 2013 (n=458); 2014 (n=542) Within six months after graduation (n=230) (n=218) Within a year after graduation (n=92) (n=53) More than a year after graduation (n=106) (n=94) Don't know/unsure (n=114) (n=93) 2014: 59% (n=322) 2013: 60% (n=271 )  Four in ten of those who plan to apply for licensure intend to do within six months of graduation, while about two in ten plan to apply within a year of graduating, more than a year after or don’t know.  Compared to 2013, students are more likely to say they plan to apply for licensure within a year after graduation, while directionally fewer plan to apply within six months of graduation.  Four in ten of those who plan to apply for licensure intend to do within six months of graduation, while about two in ten plan to apply within a year of graduating, more than a year after or don’t know.  Compared to 2013, students are more likely to say they plan to apply for licensure within a year after graduation, while directionally fewer plan to apply within six months of graduation.

27. WEST Reasons for Waiting to Apply 27 Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondents who said >1yr or don’t know/unsure in Q27, 2013 (n=187); 2014 (n=220) Mentions <2% are not shown Why Do You Plan to Wait More Than a Year to Apply? Want to achieve the required experience before applying (n=187) (n=174) Taking time off/ pursuing other interests (n=8) (n=0) Not sure I need it (in chosen field of work) (n=4) (n=0)  Of those who intend on waiting more than a year to apply or are unsure, more than eight in ten indicate the desire to achieve the required experience before applying, lower than in 2013.

28. WEST Impact of Waiving EIT Fees on Likelihood to Apply within Six Months 28 Q29. If you knew that by applying for licensure in Ontario within 6 months of graduation you could be eligible to have the application and first year EIT program fees waived, how likely would you be to apply for licensure within that time frame? Base: Respondents who do not know or intend to apply for licensure in Ontario >6mths after graduation, 2013 (n=240); 2014 (n=312) Likely (Top 2 Box) Unlikely (Low 2 Box) Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived? Very likely (n=200) (n=158) Somewhat likely (n=92) (n=67) Somewhat unlikely (n=9) (n=4) Very unlikely (n=2) (n=3) Don't know / Unsure (n=9) (n=8) 2014: 94% (n=292) 2013: 94% (n=225 ) 2014: 4% (n=11) 2013: 3% (n=7)  Once told that EIT fees are waived for those applying within six months of graduation, more than nine in ten students who originally intended on waiting more than six months to apply are now very or somewhat likely to do so within that timeframe.

29. WEST Intended Country of Application 29 Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=458); 2014 (n=542) Abroad Where Do You Intend to Apply for Licensure? Mentions may add to more than 100% as respondents were able to select more than one response Canada (n=541) (n=456) US (n=133) (n=108) Europe (n=46) (n=33) Asia (n=23) (n=15) Other (n=15) (n=8) 2014: 13% (n=69) 2013: 10% (n=48)  Among those students who intend on applying for licensure sometime in the future, all intend on doing so in Canada, while one-quarter plan to apply in the US and just over one in ten abroad.

30. WEST Province of Intended Licensure 30 Q26. Please select the provinces and/or territories in which you intend on applying for licensure. Base: Respondents who plan to apply for licensure in Canada, 2013 (n=456); 2014 (n=541) Alberta (n=311) (n=332 ) British Columbia (n=297) (n=153) Saskatchewan (n=81) (n=91 ) Ontario (n=68) (n=43) Manitoba (n=32) (n=60) Quebec (n=12) (n=12) Yukon/ Northwest Territories/ Nunavut (n=11) (n=10) Newfoundland/ Labrador (n=6) (n=7) Nova Scotia (n=3) (n=7) Don't know/ Unsure (n=23) (n=12 )  Six in ten students who intend on applying for licensure plan on doing so in Alberta, followed by over half who intend on applying in British Columbia, and more than one in ten in Saskatchewan and Ontario.  Compared to 2013, students are less likely to intend on applying for licensure in Alberta, Saskatchewan and Manitoba, but more likely to intend to apply in British Columbia or Ontario.  Six in ten students who intend on applying for licensure plan on doing so in Alberta, followed by over half who intend on applying in British Columbia, and more than one in ten in Saskatchewan and Ontario.  Compared to 2013, students are less likely to intend on applying for licensure in Alberta, Saskatchewan and Manitoba, but more likely to intend to apply in British Columbia or Ontario.

31. Licensing Knowledge 31

32. WEST Engineering Regulated by Legislation 32 Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2013 (n=484); 2014 (n=606) Is the Practice of Engineering Regulated by Legislation?  At eight in ten, the vast majority of students know that engineering is regulated by legislation, while about one in ten students are unsure or believe the profession is not regulated. Yes (n=508) (n=394) No (n=56) (n=49) Don’t know/ Unsure (n=42) (n=41)

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

34. WEST Knowledge of Licensing and Roles 34 Q8. As far as you know, is a licence required before being able to do the following in [Alberta/Saskatchewan/British Columbia/Manitoba].. Base: All respondents 2013 n=(484); 2014 (n=606) Knowledge Level of Engineering Practices Requiring a Licence High/Moderate (Top 2 Box) Little/None (Top 2 Box) * Knowledge Levels Defined 2013 High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8 High (n=277) (n=262) Moderate (n=268) (n=175) Low (n=36) (n=31) None (n=25) (n=16) 2014: 90% (n=545) 2013: 90% (n=437 ) 2014: 10% (n=61) 2013: 9% (n=47)  Nine in ten final year engineering students have at least a moderate level of knowledge of when a license is required to legally perform actions/ duties within the engineering profession and about half were correct in all three fronts,. One in ten have little or no knowledge on the subject.  Compared to 2013, there has been a statistically significant decline in the proportion of students who have a high level of knowledge regarding licensing and roles.  Nine in ten final year engineering students have at least a moderate level of knowledge of when a license is required to legally perform actions/ duties within the engineering profession and about half were correct in all three fronts,. One in ten have little or no knowledge on the subject.  Compared to 2013, there has been a statistically significant decline in the proportion of students who have a high level of knowledge regarding licensing and roles.

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

36. WEST Knowledge of Organizational Responsibility 36 Knowledge Level of Organizational Responsibility within the Engineering Profession Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484); 2014 (n=606) High/ Moderate (Top 2 Box) Little/ None (Top 2 Box) High (n=234) (n=220) Moderate (n=322) (n=235) Low (n=33) (n=14) None (n=17) (n=15) Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9 2014: 92% (n=556) 2013: 93% (n=455 ) 2014: 8% (n=50) 2013: 6% (n=29)  Nine in ten students have at least a moderate level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession, of which four in ten were correct on all four measures, lower than in 2013. One in ten have either low level or no knowledge on the subject.

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

38. WEST Attendance of Provincial Engineering Association Seminar 38 Q11. Have you ever attended a workshop/ seminar/ talk given by a [APEGBC/ APEGA/ APEGM/ APEGS] representative? Base: All respondents 2013 (n=484); 2014 (n=606) Ever Attend a [APEGBC/ APEGA/ APEGM/ APEGS] Seminar? Yes (n=314) (n=217) No (n=274) (n=247) Don’t know/ Unsure (n=18) (n=20)  Half report having attended a provincial engineering association seminar, higher than in 2013.

39. WEST Association with SMP 39 Q32. Which of the following best describes your association with the [APEGBC/ APEGA/ APEGM/ APEGS]’s Student Membership Program (SMP)? Base: All respondents 2013 (n=484); 2014 (n=606) Aware (Top 3 Box) I am currently a member (n=245) (n=237) I've heard of it and am interested in becoming a member (n=83) (n=64) I've heard of it but am not interested in becoming a member (n=63) (n=31) I have never heard of it (n=215) (n=152)  At two-thirds, the majority of students are aware of provincial engineering association Student Membership Programs (SMP), of which four in ten are currently a member, more than one in ten are interested in becoming a member while one in ten have heard of it but are not interested.

40. Professional Engineers Act 40

41. WEST Professional Engineers Act 41 Q6. The practice of engineering is regulated by the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]. Which of the following best describes how much you know about the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Base: All respondents 2013 (n=484); 2014 (n=606) Familiar (Top 3 Box) How Much Do You Know About the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? A lot (n=13) (n=8) A fair amount (n=210) (n=157) Just a little (n=298) (n=240) Heard of it, but know nothing about it (n=63) (n=52) Never heard of it (n=22) (n=27) 2014: 86% (n=521) 2013: 84% (n=405 )  At nearly nine in ten, the vast majority of students report being familiar with the Professional Engineers Act of their respective province. One-third report having a fair amount of knowledge, half say they know just a little while very few know a lot. Around one in ten have heard of it, but know nothing about it and only 4% have never heard of the Act.

42. WEST Professional Engineers Act (cont’d) 42 Q7. Where did you first hear about the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Base: Respondents who know about the Act 2013 (n=405); 2014 (n=521) Where Did You First Hear About the Professional Engineers Act? University prof or course From a University professor /administrator (n=188) (n=167) From a University Law & Ethics Course (n=202) (n=142) From a provincial engineers association representative (n=63) (n=34) From a professional engineer (n=30) (n=23) From a family member or friend (n=17) (n=28) 2014: 75% (n=390) 2013: 76% (n=309) Mentions <2% are not shown  Most students continue to report having heard about the Professional Engineers Act of their province through a university professor or administrator or university law and ethics course.  Compared to 2013, there has been an increase in those who heard about it through a provincial engineers association rep and a decline in those who heard about it from a family member.  Most students continue to report having heard about the Professional Engineers Act of their province through a university professor or administrator or university law and ethics course.  Compared to 2013, there has been an increase in those who heard about it through a provincial engineers association rep and a decline in those who heard about it from a family member.

43. Career Assessment Tool 43

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

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

46. WEST Career Assessment Tool- Ideal Stage of Education 46 Q17b. At what stage in the engineering education process do you feel this career assessment tool would be most helpful? Base: All respondents 2014 (n=606) (n=53) (n=131) (n=255) (n=167)  At four in ten, most students feel that a career assessment tool would be most helpful in their 3 rd year of school, followed by three in ten who mention 4 th year, two in ten who mention their 2 nd year, and only one in ten who mention 1 st year.

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

48. Demographics 48

49. WEST Pre-Graduation Work Experience 49 Q33 Have you been able to obtain pre-graduation engineering work experience? Base: Respondents applied for license or Don't know/ Unsure :2014 (n=55) (n=35) (n=7) (n=13)  Two-thirds report having been able to obtain pre-graduation work experience, while one-quarter are not sure what qualifies and just over one in ten have not.

50. WEST Parent (n=115) (n=99) Other family member (n=77) (n=55) Friend/ Acquaintance (n=76) (n=43) Teacher (n=70) (n=35) Guidance Counselor (n=9) (n=8) Inspiration for Pursuing Engineering Q33B. Thinking back to before you began your current undergraduate program, would you say there was a particular individual(s) or role model(s) who inspired you to study engineering specifically? Base: All respondents, 2013 (n=484) 2014 (n=606). Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 (n=191) 2014 (n=265). Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering. (n=265) (n=341)  More than four in ten students feel a particular individual inspired them to enter engineering specifically.  Of those who felt inspired, more than four in ten cite a parent as that individual who motivated them while about three in ten mention another family member, a friend/acquaintance or a teacher.  In terms of gender, the vast majority indicate that it was a male who inspired them.  More than four in ten students feel a particular individual inspired them to enter engineering specifically.  Of those who felt inspired, more than four in ten cite a parent as that individual who motivated them while about three in ten mention another family member, a friend/acquaintance or a teacher.  In terms of gender, the vast majority indicate that it was a male who inspired them. 50

51. WEST Permanent Residency 51 Q34. For statistical purposes, we would like to know the location of your permanent residence. Please select the statement that most appropriately describes your current residency status: ? Base: All respondents, 2013 (n=484); 2014 (n=606); Q35. You indicated that you are attending university in [Alberta/Saskatchewan/British Columbia/Manitoba] but are a permanent resident of another province/territory. Please select the province or territory in which you are a permanent resident. Base: Respondents who are not permanent residents of [Alberta/Saskatchewan/British Columbia/Manitoba], 2013 (n=24); 2014 (n=50) Resident of Another Province/Territory: Permanent Resident of Alberta/Saskatchewan/ British Columbia/ Manitoba (n=506) (n=446) Resident of another Province/territory (n=50) (n=24) International Student (n=50) (n=14) Alberta (n=35) (n=11) British Columbia (n=5) (n=4) Ontario (n=5) (n=4) Manitoba (n=4) (n=1) Northwest Territories (n=1) (n=1)  More than eight in ten students are permanent residents of the province they are studying in, lower than in 2013, while one in ten are a resident of another province/ territory or an international student.  Of those who are a permanent resident of another province, the majority are from Alberta, followed by British Columbia, Ontario and Manitoba. Compared to 2013, students attending school in another province/territory are more likely to be from Alberta.  More than eight in ten students are permanent residents of the province they are studying in, lower than in 2013, while one in ten are a resident of another province/ territory or an international student.  Of those who are a permanent resident of another province, the majority are from Alberta, followed by British Columbia, Ontario and Manitoba. Compared to 2013, students attending school in another province/territory are more likely to be from Alberta.

52. WEST Engineering Disciplines 52 Q3/Q3B. Please indicate the engineering discipline in which you are currently studying by selecting one of the following options. Base: All respondents, 2013 (n=484); 2014 (n=606) Mentions may add to more than 100% as respondents were able to select more than one response. Mentions <5% are not shown  The most popular disciplines continue to be mechanical engineering followed by civil engineering, electrical engineering, and chemical engineering.  Compared to 2013, students are less likely to be in mechanical, civil or chemical engineering.  The most popular disciplines continue to be mechanical engineering followed by civil engineering, electrical engineering, and chemical engineering.  Compared to 2013, students are less likely to be in mechanical, civil or chemical engineering. Mechanical Engineering (n=113) (n=129) Civil Engineering (n=91) (n=111) Electrical Engineering (n=92) (n=72) Chemical Engineering (n=39) (n=49)

53. Impact of Seminar/ Workshop Attendance 53

54. WEST Workshop/Seminar Attendance & Intention to Pursue Engineering Career 54 HAS ATTENDED A WORKSHOP / SEMINAR HAS NOT ATTENDED A WORKSHOP / SEMINAR AB 2013201420132014 Basen=217n=314n=247n=274 Yes, Definitely 78%70%73%70% 170221180192 Yes, Probably 18%25%24%22% 397960 No, Probably 2%4%2%7% 411419 No, Definitely 2%1% 4333 Top 2 Box Yes 96% 97%92% 209300240252 Low 2 Box No 4%5%3%8% 814722 Intentions to Pursue Career within the Engineering Field  At the overall level, intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.  Compared to 2013, students who have attended are less likely to definitely be likely to pursue a career in engineering.  At the overall level, intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.  Compared to 2013, students who have attended are less likely to definitely be likely to pursue a career in engineering.

55. WEST Workshop/Seminar Attendance & Intention to Apply for Licensure 55 HAS ATTENDED AN [APEGBC/ APEGA/ APEGM/ APEGS] WORKSHOP / SEMINAR HAS NOT ATTENDED AN [APEGBC/ APEGA/ APEGM/ APEGS] WORKSHOP / SEMINAR AB 2013201420132014 Basen=217n=314n=247n=274 Yes, Definitely 66%53%66%53% 143166163146 Yes, Probably 25%32%22%28% 551005577 No, Probably 3%5%4%9% 6151124 No, Definitely 2%3%2%3% 4968 DK/Not Sure 4%8%5%7% 9241219 Top 2 Box Yes 91%85%88%81% 198266218223 Low 2 Box No 5%7% 12% 10241732 Intention to Apply for the Professional Engineers Licensure  There is no difference in students’ level of intention to apply for licensure between those who have attended a workshop/ seminar and those who have not.  Compared to 2013, overall likelihood to apply for licensure has declined but more so among students who have not attended a seminar.  There is no difference in students’ level of intention to apply for licensure between those who have attended a workshop/ seminar and those who have not.  Compared to 2013, overall likelihood to apply for licensure has declined but more so among students who have not attended a seminar.

56. Impact of Knowledge of the Professional Engineers Act 56

57. WEST Knowledge of Professional Engineers Act & Intention to Pursue Engineering Career A LOT / FAIR AMOUNT JUST A LITTLE KNOW NOTHING/ NEVER HEARD OF ABC 201320142013201420132014 Base n=165n=223n=240n=298n=79n=85* Yes, Definitely 79%76%BC74%68% 60% 1301701782035451 Yes, Probably 17%18%22%26%A30%A32%A 284053772427 No, Probably 2%6%2%4%1%7% 3135 16 No, Definitely 2%- -1% 4-45-1 Top 2 Box Yes 96%94%96%94%98%92% 15821023128078 Low 2 Box No 4%6%4%6%1%8% 71391817 57 Intentions to Pursue Career within the Engineering Field  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.

58. WEST Knowledge of Professional Engineers Act & Intention to Apply for Licensure  Students with at least a little knowledge about the Professional Engineers Act are more likely to intend to definitely apply for licensure compared to those with no knowledge. However, the majority of students regardless of their knowledge intend to apply after graduation.  Compared to 2013, those with a high level of knowledge are less likely to intend to apply for licensure.  Students with at least a little knowledge about the Professional Engineers Act are more likely to intend to definitely apply for licensure compared to those with no knowledge. However, the majority of students regardless of their knowledge intend to apply after graduation.  Compared to 2013, those with a high level of knowledge are less likely to intend to apply for licensure. 58 A LOT / FAIR AMOUNTJUST A LITTLE KNOW NOTHING / NEVER HEARD OF ABC 201320142013201420132014 Base n=165n=223n=240n=298n=79n=85 Yes, Definitely 73%C58%C64%54%C58%37% 1201301531604631 Yes, Probably 34%25% 31%24%40%A 345661921934 No, Probably 4%5% 7%6%12%A 4101121510 No, Definitely 4%2% 3%1%5% 445914 DK /Not Sure 3%10%B4%5%10%AB7% 323101686 Top 2 Box Yes 93%C83%89%85%82%77% 15418621425265 Low 2 Box No 5%6%7%10%8%17%A 8141630614 Intention to Apply for the Professional Engineers Licensure

59. Impact of Knowledge of Licensing and Roles 59

60. WEST Knowledge of Licensing and Roles & Intention to Pursue Engineering Career 60 HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD 20132014201320142013201420132014 Base n=262n=277n=175n=268n=31n=36n=16n=25 Yes, Definitely 76%68%73%74%71%67%81%64% 19918712819722241316 Yes, Probably 21%25%22%21%23%31%19%36% 5669395571139 No, Probably 2%7%2%5%3% -- 51831311-- No, Definitely 1% 3%1%3%--- 23531--- Top 2 Box Yes 97%92%95%94% 97%100% 25525616725229351625 Low 2 Box No 3%8%5%6% 3%-- 72181621-- Intentions to Pursue Career within the Engineering Field Knowledge Levels Defined High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8  At the overall level, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.  Compared to 2013, those with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.  At the overall level, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.  Compared to 2013, those with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.

61. WEST Knowledge of Licensing and Roles & Intention to Apply for Licensure 61 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD 20132014201320142013201420132014 Base n=262n=277n=175n=268n=31n=36n=16n=25 Yes, Definitely 67%53%67%55%52%42%56%48% 1761481181461615912 Yes, Probably 24%28%22%30%35%47%AB19%28% 62773881111737 No, Probably 5%10%B5%4%--6%--4% 1227811--2 1 No, Definitely 2% 3% -- 8% 4669-- 2 Don’t Know / Unsure 3%7%3%8%13%AB6%25%AB12% 8195214243 Top 2 Box Yes 91%D81%89%85%87%89%75%76% 23822515622727321219 Low 2 Box No 6%12%8% --6%--12% 16331420--2 3 Knowledge Levels Defined High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8  Knowledge in terms of roles and licensing requirements does not influence intent to apply for licensure.  Compared to 2013, those with a moderate or high level of knowledge are less likely to be definitely likely to apply for licensure.  Knowledge in terms of roles and licensing requirements does not influence intent to apply for licensure.  Compared to 2013, those with a moderate or high level of knowledge are less likely to be definitely likely to apply for licensure.

62. Impact of Knowledge of Organizational Responsibility 62

63. WEST Knowledge of Organizational Responsibility & Intention to Pursue Engineering Career 63 Intentions to Pursue Career within the Engineering Field HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD 20132014201320142013201420132014 Base n=220n=234n=235n=322n=14n=33n=15n=17 Yes, Definitely 81%BCD68%73%74%50%58%40%59% 178158171237719610 Yes, Probably 16%22%23% 50%AB42%AB60%AB29% 3551547471495 No, Probably 2%9%B2%3%---6% 421510---1 No, Definitely 1%2% 0%---6% 3451---1 Top 2 Box Yes 97%89%96%97%A100% 88% 213209225311143315 Low 2 Box No 3%11%B4%3%--- 11% 7251011--- 2 Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9  Overall, knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career.  Compared to 2013, students with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.  Overall, knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career.  Compared to 2013, students with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.

64. WEST Knowledge of Organizational Responsibility & Intention to Apply for Licensure 64 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD 2013201420132014201320142013201435 Base n=220n=234n=235n=322n=14n=33n=15n=17 Yes, Definitely 69%D53%65%54%64%58%40%35% 15112315317391966 Yes, Probably 23%30%25%30%21%36%13%18% 5069599831223 No, Probably 4%9%B4%5%7%3%7%24% 9219151114 No, Definitely 1%2%3% -- 18% 3579-- 3 Top 2 Box Yes 91%D82%90%D84%86%94%53% 201192212271123189 Low 2 Box No 5%11%7%8%7%3%7%41% 122616241117 Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9  Overall, knowledge of organizational responsibility has no significant impact on intention to apply for licensure.  Compared to 2013, those with a high or moderate knowledge are less likely to definitely intend to apply for licensure.  Overall, knowledge of organizational responsibility has no significant impact on intention to apply for licensure.  Compared to 2013, those with a high or moderate knowledge are less likely to definitely intend to apply for licensure.

65. May 2014 Ipsos Reid Public Affairs 300 -160 Bloor Street East Toronto, Ontario, Canada M4W 1B9 Sandra Guiry, Vice President Phone: 416-324-2018 eMail: Sandra.Guiry@ipsos.com Michael Howell, Senior Research Manager Phone: 416-572-4407 eMail: Michael.Howell@ipsos.com