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2013 Final Year Engineering Student Survey – Western Canada Report Conducted by Ipsos Reid on behalf of Engineers Canada

2013 Final Year Engineering Student Survey – Western Canada Report Conducted by Ipsos Reid on behalf of Engineers Canada. April 2013. Table of Contents. Research Objectives 3 Methodology 4 Executive Summary 6 Future Plans 10 Intention to Apply for Licensure 19

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2013 Final Year Engineering Student Survey – Western Canada Report Conducted by Ipsos Reid on behalf of Engineers Canada

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  1. 2013 Final Year Engineering Student Survey – Western Canada ReportConducted by Ipsos Reid on behalf of Engineers Canada

    April 2013
  2. Table of Contents Research Objectives 3 Methodology 4 Executive Summary 6 Future Plans 10 Intention to Apply for Licensure 19 Licensing Knowledge 30 Knowledge of Association of Professional Engineers 36 Knowledge of Professional Engineers Act 39 Demographics 42 Additional Analysis: Impact on Intention to Pursue Attendance at Workshop/ Seminar 46 Knowledge of PEA 49 Knowledge of Licensing and Roles 52 Knowledge of Organizational Responsibility 55
  3. Research Objectives The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs do or do not intend to apply for their licence.  In order to achieve this objective, the research seeks to understand the following: The future career and/or education plans of final year engineering students; The percentage of final year engineering students who intend to pursue a career in Engineering and the percentage who intend to apply for their P.Eng licence; Final year engineering students’ level of knowledge of the Professional Engineers Act of their province.
  4. Methodology The online survey was conducted between January 18 to March 15, 2013 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 starting January 18 (for Ontario universities) with a second set of links distributed January 24, 2013 (for all other schools). Each university was requested to send the survey link to all qualified students on either January 19, 2013 (Ontario) or January 25, 2013 (all other schools). The survey was offered in both English and French.
  5. Methodology (cont’d) At the national level, a total of 34 universities participated in the research and 2,501 students completed the survey. Within the Western provinces specifically (Manitoba, Saskatchewan, Alberta, British Columbia), 8 schools participated and a total of n= 484 students completed the survey. The margin of error for this study (n=484) is ± 4.5%, 19 times out of 20. Please note: base sizes under n=30 are considered very small and should be interpreted with caution
  6. Executive Summary Future Intentions: Continuing Education Versus Entering Workforce Nearly nine in ten (87%) final year engineering students say they intend to go into the workforce after graduating with their bachelors degree in Engineering. Exactly one in ten (10%) students intend to pursue more education. Of this group, two-thirds plan to pursue a graduate degree in engineering (67%), while one in ten plan to pursue a different professional degree (10%), a graduate degree in a different area of study (10%) or an MBA (8%). Among those students who plan to pursue more education, one-third intend to study in Alberta (33%), followed by nearly two in ten who plan to study abroad (17%) or in British Columbia (15%). Future Intentions: Engineering Career Nearly all students (97%) say they are likely to pursue a career in engineering, three-quarters definitely will (75%) while two in ten probably will (22%). Very few students probablywill not (2%) or definitely will not (2%) pursue a career in engineering. The top reasons for not pursuing a career in engineering are that engineering is not what they thought it would be, that there are better employment opportunities elsewhere and that they never intended to pursue a career in engineering. Due to very small base sizes, results should be interpreted with caution. Virtually all students (96%) say that when they began their studies they planned to practice engineering upon completion of their program. Seven in ten students began their undergraduate studies with a definite intention to pursue an engineering career (71%), while one quarter said it was likely (25%).
  7. Executive Summary (continued) Future Intentions: Engineering Career (continued) Consistent with the overall level, nearly all students (97%) who intend to pursue a career in engineering say they were definitely (72%) or likely (25%) to pursue a career in the engineering field when they began their studies. Only 3% say they originally intended to pursue an alternate career. Further, of those who do not intend to pursue a career in the engineering field, the vast majority say they were definitely or likely to pursue a career in engineering when they began their studies. Due to very small base sizes, results should be interpreted with caution. Future Intentions: Pursue Licensure Two-thirds of all students (66%) indicate that they definitely intend to apply for licensure, while one-quarter (24%) say they probably will. Less than one in ten probably or definitely won’t apply (6%), while 4% are unsure. Of those students who specifically plan to pursue an engineering career, 68% indicate they definitely will and 23% probably will pursue their licence. Of those who do not intend to immediately pursue their licence, four in ten indicate that they probably or definitely will apply for licensure sometime down the road (40%), while half do not foresee themselves applying in the future (50%) and one in ten don’t know (10%). Due to small base sizes, results should be interpreted with caution. The most cited reasons for not everpursuing their licence is a lack of interest in a career in engineering or that it is not necessary for their career plans. Once told that a licence is required to practice as a professional engineer, one-third (33%) of students who do not intend to pursue their licence change their mind (definitely/ probably will).
  8. Executive Summary (continued) Future Intentions: Pursue Licensure (continued) Of those who intend to pursue their licence, six in ten plan to do so within one year (60%), of which nearly half will do so within six months (48%). Two in ten plan to apply after a year (21%) or remain undecided (20%). Among those students who plan to wait at least a year to apply for licensure or are unsure, over nine in ten (93%) cite the desire for required work experience as the reason for the delay or uncertainty. 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, over nine in ten (94%) say they are at least likely to apply within 6 months. Knowledge of Engineering Profession At eight in ten (81%), the vast majority of students know that engineering is regulated by legislation, while one in ten believe it is not regulated (10%) or are unsure (8%). Students’ knowledge of the Professional Engineers Act of their respective province is varied, three in ten students report having a fair amount of knowledge (32%), exactly half (50%) say they know just a little, while very few know a lot (2%). Fewer than one in ten (6%) say they have never heard of the Act. Close to nine in ten students know that a licence is required to perform engineering work independently (87%), while seven in ten know it is required to use the title ‘Engineer’(73%). Eight in ten meanwhile correctly identify that a licence is not required to perform engineering work under the supervision of a P.Eng. (81%).
  9. Executive Summary (continued) Knowledge of Engineering Profession (continued) The vast majority of students are able to correctly identify that their respective professional engineering association is the organization responsible for licensing engineers (94%), while slightly fewer know that it also regulates the practice of professional engineers (86%). Comparatively, just over seven in ten students know that CEAB accredits University engineering programs (73%). Students are split however on which organization licenses companies offering engineering services, six in ten believe it is the respective provincial engineering association (63%), while two in ten think it is CEAB (23%) or don’t know (22%).

  10. Future Plans

  11. Plans After Graduation The vast majority (87%) of students plan to go into the workforce after completing their undergraduate degree in engineering, while one in ten (10%) plan to pursue more education. Among those who intend to further their education, two-thirds plan to pursue a graduate degree in engineering (67%), while one in ten plan to pursue a different professional degree (10%), a graduate degree in a different area of study (10%) or an MBA (8%). Current Plans After Graduation Educational Intentions Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=484) Q13. Which of the following best describes the education you plan to pursue? Base: Respondents who said “more education” in Q12, 2013 (n=48).
  12. Location of Anticipated Graduate Education Among those who plan to pursue more education, one-third intend to study in Alberta (33%), followed by nearly two in ten who plan to study abroad (17%) or in British Columbia (15%). One in ten plan to study in Manitoba (10%) or Ontario (10%). Location of Graduate Intentions Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation 2013 (n=48)
  13. Intention to Pursue Engineering Career Nearly all students (97%) definitely or probably intend to pursue a career in the engineering field. Do You Plan to Pursue a Career in the Engineering Field? Yes(Top 2 Box) 97%(n=467) No(Low 2 Box) 4%(n=17) Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=484)
  14. Reasons for Not Pursuing Engineering The top reasons for not pursuing a career in engineering are that engineering is not what they thought it would be, that there are better employment opportunities elsewhere and that they never intended to pursue a career in engineering. Due to very small base sizes, results should be interpreted with caution. Reasons for Not Pursuing Engineering Q16. What is the primary reason you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 2013 (n=17)
  15. Intended Career Outside of Engineering Intended Career Outside of Engineering(Does Not Plan to Pursue Engineering Career) Includes a wide range of mentions including: IT, Law, Aviation, Education, etc. Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14,2013 (n=17) Mentions may add to more than 100% as respondents were able to provide more than one response Among those who do not intend to pursue a career in Engineering, a variety of alternative career options are given of which the highest mentions are for a broad array of other career options that include IT, law, aviation or education. Due to very small base sizes, results should be interpreted with caution.
  16. Career Plans When Studies Commenced Did You Plan to Practice Engineering When You Began Your Studies? Yes(Top 2 Box) 96%(n=466) No(Low 2 Box) 4%(n=18) Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All Respondents 2013 (n=484) Virtually all students (96%) say that when they began their studies they planned to practice engineering upon completion of their program.
  17. Current and Prior Career Intentions (among students who intend to pursue a career in engineering) Yes(Top 2 Box) 97%(n=453) No(Low 2 Box) 3%(n=14) Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who began their studies with the intention of pursuing a career in engineering 2013 (n=467) Consistent with the overall level, nearly all students (97%) who intend to pursue a career in engineering say they were definitely or likely to do so when they began their studies.
  18. Current and Prior Career Intentions (among students who do not intend to pursue a career in engineering) Yes(Top 2 Box) No(Low 2 Box) 76%(n=13) 23 24%(n=4) 23 Q18. Base: Students who when they began their studies did not intend to pursue a career in engineering 2013 (n=17) Of those who do not intend to pursue a career in the engineering field, the vast majority say they were definitely or likely to pursue a career in engineering when they began their studies. Due to very small base sizes, results should be interpreted with caution.

  19. Application Intentions for Professional Engineering Licensure

  20. Intention to Apply for Licensure Do You Intend To Apply for Licensure? Yes(Top 2 Box) 89%(n=433) No(Low 2 Box) 6%(n=30) Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=484) Two thirds (66%) of students indicate that they definitely intend to apply for licensure, while one quarter (24%) say they probably will. Less than one in ten probably or definitely won’t apply (6%), while 4% are unsure.
  21. Intention to Apply for Licensure- Pursuing Engineering Career Do You Intend To Apply for Licensure? Yes(Top 2 Box) 91%(n=427) No(Low 2 Box) 4%(n=30) 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) Among those students who intend to pursue a career in engineering, nearly seven in ten students (68%) indicate that they definitely intend to apply for licensure, while almost one quarter (23%) say they probably will. Very few probably/ definitely won’t apply (4%) or don’t know (4%)
  22. Foresee Applying in Future P.Eng. Of those students who do not plan on –or- are not sure if they will apply for licensure, four in ten indicate that they probably or definitely will apply for licensure sometime down the road (40%), while half say they do not foresee themselves applying in the future (50%) and one in ten don’t know (10%). Due to small base sizes, results should be interpreted with caution. Do You Ever Foresee Yourself Applying for Licensure? No(Low 2 Box) 50%(n=15) Yes(Top 2 Box) 40%(n=12) Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=30)
  23. Reasons for Not Applying for Licensure Why do you not intend to pursue the P.Eng. Licence? Q23. Why do you not intend to apply for licensure as a Professional Engineer (P.Eng)? Base: Respondents who do not ever foresee themselves applying for licensure, 2013 (n=15). Of those who do not intend to apply for licensure, the most cited reasons for not ever pursuing their licence are a lack of interest or that it is not necessary for their career plans. Due to very small base sizes, results should be interpreted with caution.
  24. Interest Once Told P.Eng. Licence is Required to Practice Once told that a licence is required to legally refer to yourself as an engineer and practice as an engineer, one-third (33%) of students who originally did not plan or were unsure of their intentions now indicate they are definitely or probably likely to apply for licensure. Comparatively, nearly half (46%) still indicate that they do not intend to apply, while two in ten (21%) are unsure. Given that a Licence is Required to Practice Engineering, Do You Intend to Apply? No(Low 2 Box) Yes(Top 2 Box) 46%(n=18) 33%(n=13) Q24. Since a license is required to legally refer to yourself as an engineer, or to practice as an engineer, do you plan to apply for your P.Eng. licence? Base: Respondents who do not intend to apply for licensure or are not sure, 2013 (n=39)
  25. Application Timeframe Six in ten of students who intend to apply for licensure plan to do so within one year (60%), of which nearly half intend to do so within 6 months of graduation (48%). Two in ten plan to apply after a year (21%) or remain undecided (20%). When Do You Plan to Apply for Licensure? Apply Within 1 Year(Top 2 Box) 60%(n=271) Q27. Do you intend to apply for licensure...? Base: Respondents who plan to apply for licensure, 2013 (n=458)
  26. Reasons for Waiting to Apply Among those students who plan to wait at least a year to apply for licensure or are unsure, over nine in ten cite the desire for required work experience as the reason for the delay or uncertainty. Why Do You Plan to Wait More Than a Year to Apply? Mentions <2% are not shown Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondents who said >1yr or don’t know/unsure in Q27, 2013 (n=187)
  27. Impact of Waiving EIT Fees on Likelihood to Apply within Six Months Upon learning that they could be eligible to have their first year EIT fees waived, two-thirds (66%) of students who intend to apply for licensure more than a year after graduation say that they are very likely to apply within six months. Nearly three in ten (28%) are somewhat likely to apply within six months, while very few (3%) indicate they are unlikely to apply in that timeframe or are unsure (3%). (n=81) Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived? Likely(Top 2 Box) 94%(n=225) x Unlikely(Low 2 Box) 3%(n=7) x Q29. If you knew that by applying for licensure 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 >6 months after graduation, 2013 (n=240)
  28. Intended Country of Application All final year engineering students (100%) who intend to apply for licensure plan to apply in Canada. Two-in-ten (24%) also plan to apply in the US, while one in ten plan to apply abroad (10%). Where Do You Intend to Apply for Licensure? 10%(n=48) Abroad Mentions may add to more than 100% as respondents were able to select more than one response Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=458)
  29. Province of Intended Licensure Over seven in ten students who plan to apply for licensure intend to apply in Alberta (73%), followed by three in ten who plan to apply in British Columbia (34%) and two in ten in Saskatchewan (20%). 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)

  30. Licensing Knowledge

  31. Engineering Regulated by Legislation At eight in ten (81%), the vast majority of students know that engineering is regulated by legislation. One in ten believe the profession is not regulated by legislation (10%) or are unsure (8%) Is the Practice of Engineering Regulated by Legislation? Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2013 (n=484)
  32. Licensing for Roles within Engineering Is a Licence Required Before Being Able to Do the Following? Q8. As far as you know, is a licence required before being able to do the following in [Alberta/Saskatchewan/British Columbia/Manitoba]... Base: All respondents 2013 (n=484) Close to nine in ten students know that a licence is required to perform engineering work independently (87%), while seven in ten students know it is required to use the title ‘Engineer’(73%). Eight in ten meanwhile correctly identify that a licence is not required to perform engineering work under the supervision of a P.Eng. (81%).
  33. Knowledge of Licensing and Roles The vast majority of final year engineering students have high (54%) or moderate (36%) level of knowledge of when a licence is required to legally perform actions/ duties within the engineering profession. One in ten have either a low level (6%) or no knowledge (3%) on the subject. Knowledge Level of Engineering Practices Requiring a Licence *Knowledge Levels Defined 2013High: All Correct (3) in Q8Moderate: 2 Correct in Q8Low: 1 Correct in Q8None: Zero (0) Correct in Q8 High/Moderate(Top 2 Box) 90%(n=437) x Little/None(Low 2 Box) 9%(n=47) x 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)
  34. Which Organization is Responsible for Each of the Follow Activities? (n=79) Organizational Responsibilities Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484) Over nine in ten students are able to correctly identify that their respective professional engineering association is the organization responsible for licensing engineers (94%), while slightly fewer know that it also regulates the practice of professional engineers (86%). Comparatively, just over seven in ten students know that CEAB accredits University engineering programs (73%). Students are split however on which organization licenses companies offering engineering services, six in ten believe it is the respective provincial engineering association (63%), while two in ten think it is CEAB (23%) or don’t know (22%).
  35. Knowledge of Organizational Responsibility Virtually all students have either a high (45%) or moderate (48%) level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession. Less than one in ten have a low level (3%) or no knowledge on the subject (3%). Knowledge Level of Organizational Responsibility within the Engineering Profession 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 High/ Moderate(Top 2 Box) Little/ None(Low 2 Box) 93%(n=455) x 6%(n=29) x Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=484)

  36. Provincial Engineering Association

    Attendance at seminar(s) and awareness of SMP program
  37. Attendance of Provincial Engineering Association Seminar Nearly half of students (45%) have attended a seminar or workshop given by a representative from their respective provincial engineering association. Ever Attend a [APEGBC/ APEGA/ APEGM/ APEGS] Seminar? Q11. Have you ever attended a workshop/ seminar/ talk given by a [APEGBC/ APEGA/ APEGM/ APEGS] representative? Base: All respondents 2013 (n=484)
  38. Association with SMP A majority of students (68%) are aware of a Student Membership Program (SMP) offered by their respective provincial engineering association. Half of students are current members (49%), one in ten have heard of it and are interested in becoming a member (13%), while slightly fewer have heard of the program, but are not interested in becoming a member (6%). Aware(Top 3 Box) 68%(n=332) 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)

  39. Professional EngineersAct

  40. Professional Engineers Act Over eight in ten students (84%) are familiar with the Professional Engineers Act of their respective province. Three in ten students (32%) report having a fair amount of knowledge about the Professional Engineers Act, exactly half (50%) say they know just a little, while very few know a lot (2%). Only 6% say they have never heard of the Act. How Much Do You Know About the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Familiar(Top 3 Box) 84%(n=405) x 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)
  41. 76% (n=309) Professional Engineers Act (cont’d) Three quarters of students heard about the Professional Engineers Act through a university professor or administrator (41%) or a university law and ethics course (35%). Where Did You First Hear About the Professional Engineers Act? University prof or course Mentions <2% are not shown Q7. Where did you first hear about the Professional Engineers Act of [Alberta/Saskatchewan/British Columbia/Manitoba]? Base: Respondents who know about the Act 2013 (n=405)

  42. Demographics

  43. Inspiration for Pursuing Engineering Four in ten students felt a particular individual inspired them to enter engineering specifically. Of those who were inspired, half cite a parent as that individual who motivated them, while three in ten mention another family member and two in ten say a friend/ acquaintance or a teacher. In terms of gender, the vast majority indicate that it was a male who inspired them. (n=191) (n=293) 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). Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 (n=191). Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering.
  44. Permanent Residency The vast majority of final year engineering students are permanent residents of the province they are attending school in (92%). Of those who are attending school in Western Canada but are a permanent resident of another province, just over half are from Alberta (46%), followed by two in ten who are from British Columbia (17%) or Ontario (17%). Resident of Another Province/Territory: 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); 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)
  45. Engineering Disciplines The most popular disciplines are mechanical engineering (27%) and civil engineering (23%) followed by electrical engineering (23%) and chemical engineering (23%). Mentions <5% are not shown Mentions may add to more than 100% as respondents were able to select more than one response. 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)

  46. Impact of Seminar/ Workshop Attendance

  47. Workshop/Seminar Attendance & Intention to Pursue Engineering Career Intentions to Pursue Career within the Engineering Field Intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.
  48. Workshop/Seminar Attendance & Intention to Apply for Licensure Intention to Apply for the Professional Engineers Licensure Intention to apply for the licensure are the same regardless if a student has attended a workshop/seminar.

  49. Impact of Knowledge of the Professional Engineers Act

  50. Knowledge of Professional Engineers Act & Intention to Pursue Engineering Career Knowledge of the Professional Engineers Act has little influence over students’ intention to pursue a career in engineering. Intentions to Pursue Career within the Engineering Field
  51. Knowledge of Professional Engineers Act & Intention to Apply for Licensure Intention to Apply for the Professional Engineers Licensure Students with a lot/ fair amount of knowledge about the Professional Engineers Act are significantly more likely to intend to apply for licensure (definitely or probably) compared to those with no knowledge.

  52. Impact ofKnowledge of Licensing and Roles

  53. Knowledge of Licensing and Roles & Intention to Pursue Engineering Career Intentions to Pursue Career within the Engineering Field Knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.
  54. Knowledge of Licensing and Roles & Intention to Apply for Licensure Intention to Apply for the Professional Engineers Licensure Students with a high degree of knowledge of roles and licensing requirements are significantly more likely to intend to apply for licensure compared to those with no knowledge.

  55. Impact of Knowledge of Organizational Responsibility

  56. Knowledge of Organizational Responsibility & Intention to Pursue Engineering Career Intentions to Pursue Career within the Engineering Field While there is no significant difference at the overall level, those who have high level of knowledge of organizational responsibility are significantly more likely to indicate a definite intention to pursue a career in engineering.
  57. Knowledge of Organizational Responsibility& Intention to Apply for Licensure Intention to Apply for the Professional Engineers Licensure Students with a high or moderate degree of knowledge of organizational responsibility are significantly more likely to intend to apply for licensure than those with no knowledge.
  58. 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 April 2013
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