School of Multidisciplinary Technologies

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1 Dublin Institute of Technology Reports School of Multidisciplinary Technologies Why do School-leavers Study Engineering in the Dublin Institute of Technology and How Do They Get There: a Report of a Survey of 390 First Year Engineering Students in the Dublin Institute of Technology and a Summary of the Data Collected Since Eddie Conlon Dublin Institute of Technology, edward.conlon@dit.ie Kathleen Murray Follow this and additional works at: Part of the Engineering Education Commons Recommended Citation Conlon, Eddie and Murray, Kathleen, "Why do School-leavers Study Engineering in the Dublin Institute of Technology and How Do They Get There: a Report of a Survey of 390 First Year Engineering Students in the Dublin Institute of Technology and a Summary of the Data Collected Since 2003." (2008). Reports This Report is brought to you for free and open access by the School of Multidisciplinary Technologies at ARROW@DIT. It has been accepted for inclusion in Reports by an authorized administrator of ARROW@DIT. For more information, please contact yvonne.desmond@dit.ie, arrow.admin@dit.ie, brian.widdis@dit.ie.

2 Why Do School-leavers Study Engineering In The Dublin Institute of Technology and How Do They Get There? A Report Of A Survey of 390 First Year Engineering Students In The Dublin Institute of Technology and A Summary of the Data Collected Since 2003 July 2008 Eddie Conlon Kathleen Murray Researcher 1

3 TABLE OF CONTENTS INTRODUCTION 3 GENERAL INFORMATION 4 SCHOOLS 6 MODE OF ENTRY TO DIT 9 CAO PREFERENCE AND POINTS 10 LEAVING CERTIFICATE RESULTS 13 THE FOLLOWING SECTIONS ARE BASED ON THE STUDENTS SURVEYS. 14 SOURCES OF INFORMATION ON THIRD LEVEL COURSES 14 RATIONALE FOR STUDYING ENGINEERING 16 INFLUENCERS ON DECISION TO STUDY ENGINEERING 20 EVALUATION OF DIT RECRUITMENT ACTIVITIES 29 ACCOMMODATION AND LOCATION 31 2

4 Introduction This report sets out the findings of a survey of 389 first year engineering students who commenced studying in the Dublin Institute of Technology (DIT) in September. The questionnaire was completed online using WebCT. The background information on students is taken from DIT records. This data is based on the records of 525 students who were attending DIT courses in October. This set of records is different to that used in previous years in that in those years the data was based on those who accepted places in DIT. These students did not always attend. In of those who were offered places 83 did not ever attend. Some of these deferred their place before November 1. Another 7 deferred their places after that date while 2 never registered. Thus of the 617 places offered 13 never came. We are proposing that in future studies the data analysis should be based only on those who attend. This report is the fourth in a series (there was no report in ) and attempts to pull all the data together for the five years for which it was collected. Direct comparison is not always possible as the questionnaire changed over the years. Also a full set of data is not available for. Further, as stated above, the data set from student records is different this year. Notwithstanding these points clear trends are evident. A separate document will analyse the schools from which our students came over the three years,5 and 7. 3

5 General Information Respondent by Course of Course Students First Year Engineering (Bolton Street) BSc Transport Technology BE Electrical and Electronic Engineering BE Computer Engineering BSc Product Design BEngTech Engineering Systems Maintenance BEngTech Manutronics Automation BEngTech Civil Engineering BEngTech Building Services Engineering BEngTech Mechanical Engineering BEngTech Automotive Management and Technology BEngTech Electronics and Communications Engineering BEngTech Electrical and Control Engineering BTech Electrical Services Engineering Cert/Diploma Electronic and Computer Systems Engineering Preliminary Engineering Total

6 Respondents by Course Course First Year Engineering (Bolton Street) BSc Transport Technology BE Electrical and Electronic Engineering B E Computer Engineering BSc Product Design BEng Tech Engineering Systems Maintenance BEngTech Manutronics Automation BEngTech Civil Engineering BEngTech Building Services Engineering BEngTech Mechanical Engineering BEngTech Automotive Management and Technology BEngTech Electronics and Communications Engineering BEngTech Electrical And Control Engineering BTech Electrical Services Engineering Cert/Diploma Electronic and Computer Systems Engineering Preliminary Engineering Total

7 Schools School of Origin (Location Ranked by in Each Province) 2003 LEINSTER Dublin Kildare Meath Wicklow Wexford Louth Westmeath Longford Offaly Carlow Kilkenny Laois ULSTER Cavan Monaghan Donegal MUNSTER Tipperary Limerick Clare Cork Waterford Kerry CONNAUGHT Mayo Leitrim Galway Sligo Roscommon * *It is important to note the different basis for calculating these figures in (see Introduction). This new basis shows we are even more dependent on Leinster than we thought. 6

8 Postal District Of Dublin Schools as Percentage of Dublin Schools (Ranked by average) * * (n=272) (n=307) (n=331) 2003 (n=300) Dublin Dublin Blackrock Dublin 6W Dublin Dublin Dublin Skerries and Balbriggan Dublin Lucan Swords Dublin Dublin Stillorgan Malahide Dublin Dublin Dublin Dublin Dun Laoghaire Portmarnock Dublin Dublin Dublin Dublin Dublin Dublin Dublin Rathcoole Dublin Rush Dublin Dalkey *It is important to note the different basis for calculating these figures in (see Introduction). 7

9 Top Schools Name County of Students 1. Institute of Education Dublin St. Patrick's Classical School Meath Malahide Community School Dublin Coláiste Choilm Dublin 8 5. Meánscoil Iognáid Ris Kildare 8 6. Skerries Community College Dublin 8 7. Newpark Comprehensive School Dublin 8 8. Ashbourne Community School Meath 8 9. St. Benildus College Dublin Coláiste Phádraig CBS Dublin St. Fintan's High School Dublin Beneavin De La Salle College Dublin Patrician Secondary School Kildare Moyle Park College Dublin St. Laurence College Dublin The High School Dublin Presentation College Wicklow St. Mac Dara's Community College Dublin Castleknock Community College Dublin Portmarnock Community School Dublin Blackrock College Dublin Newbridge College Kildare Colaiste Mhuire Westmeath St. Mary's Diocesan School Louth Mount Temple Comprehensive Dublin 5 School 26. Scoil Phobail Chuil Mhin Dublin Castleknock College Dublin Meánscoil Iognáid Rís Dublin Marian College Dublin Templeogue College Dublin St. Andrews College Dublin Franciscan College Meath St. Macartan's College Monaghan Lucan Community College Dublin Community College Meath St. Oliver's Post Primary Meath 4 8

10 Mode of Entry to DIT (Survey Respondents) Mode of Entry A Direct Entry Through CAO Yes 89.6 (344) Mature Student Yes 3.3 (13) Mode of Entry B Transfer from other third level course Transfer from post-leaving cert (PLC) course International Transfer from preliminary engineering

11 CAO Preference and Points CAO Points and Preference by Course Programme Minimum Points Maximum Points Points Highest Preference Lowest Preference DT DT DT DT DT DT DT DT DT DT DT DT DT DT DT DT DT Preference For the 454 students for whom points are available the range was from 70 to 540 points with an average of 352 points. Mean Points 2003 to Course 2003 Change DT DT DT DT DT DT DT DT DT DT DT DT DT023 n/a n/a n/a 446 n/a DT DT DT DT

12 Preferences DT001 DT002 DT003 DT004 DT005 DT006 DT007 DT008 DT009 DT010 DT020 DT021 DT023 DT025 DT028 DT081 DT089 1 st nd rd th th th th th th th Total

13 Percentage First Preferences by Course Course 2003 DT DT DT DT DT DT DT DT DT DT DT DT DT n/a n/a n/a DT DT DT DT Total The big jump for Ordinary Degrees between and can be explained by changes in the format of the CAO form. 12

14 Leaving Certificate Results Leaving Certificate Subjects Did Higher Num ber Did Pass Total Maths Physics Chemistry Engineering Technical Drawing Construction Studies English Results of Higher Level Subjects (Percentages) Did Higher Got Higher Got Higher Got Higher Maths Physics Chemistry Engineering Technical Drawing Construction English

15 THE FOLLOWING SECTIONS ARE BASED ON THE STUDENT SURVEYS. Sources of Information on Third Level Courses All tables are based on the numbers who gave each answer a first or second preference. In 2003 respondents were asked to rank all answers while in all other years they were asked to select their top 5. Main Sources of Information on Third Level Courses: Ranked by Source of Information 2003 Career Guidance Counselor College Prospectus/literature Website College Open Days Parents Other Family Members Friends Information Leaflets Other Teachers Other Newspapers and Other Magazines Public Library

16 Main Source of Information on Third level Course by Gender (Percentage) Source of Information Career Guidance Counselor College Prospectus/literature College Open Days Website Parents Other Family Members Friends Other Teachers Information Leaflets Other Newspapers and Other Magazines Public Library Main Source of Information on Third level Course by Gender (Percentage) -7 Source of Information All Career Guidance Counselor College Prospectus/literature Website College Open Days Parents Other Family Members Friends Other Teachers Information Leaflets Other Newspapers and Other Magazines Public Library

17 Rationale For Studying Engineering All tables are based on the numbers who gave each answer a first or second preference. In 2003 respondents were asked to rank all answers while in all other years they were asked to select their top 5. Reasons For Choosing To Study Engineering: Ranked by 2003 I was always interested in how things work I am interested in designing things Engineering is a good career I want to build things Engineers are well paid I like maths and physics I liked engineering at school I like working with n/a 12 computers I liked Construction Studies n/a n/a n/a 11 at school An engineering qualification will allow me to travel Engineers make a positive n/a n/a n/a 6 contribution to society My family is involved in engineering Other

18 Reasons For Choosing Engineering By Gender (Percentage) Reason for Choosing Engineering by Gender (Percentage) -7 I was always interested in how things work Engineering is a good career I am interested in designing things I want to build things Engineers are well paid I liked engineering at school I like maths and physics I like working with computers I liked Construction n/a n/a n/a n/a Studies at school An engineering qualification will allow me to travel Engineers make a n/a n/a n/a n/a positive contribution to society My family is involved in engineering Other All I was always interested in how things work I am interested in designing things Engineering is a good career I want to build things Engineers are well paid I like maths and physics I liked engineering at school I like working with computers I liked Construction Studies at school An engineering qualification will allow me to travel Engineers make a positive contribution to society My family is involved in engineering Other

19 Reason for Studying Engineering at DIT: Ranked by 2003 DIT has a good reputation for engineering DIT courses are more practical and applied The DIT ladder system will allow me to transfer to a higher course when I finish my current course Course not available anywhere else DIT is located in the city centre I didn t get engineering at a university n/a DIT is accessible by public transport n/a 10 from my family home A current student or graduate of DIT recommended DIT Other members of my family went to DIT Other My friends are in DIT The staff are friendly and approachable Other people in my school went to DIT

20 Reason for Studying Engineering at DIT by Gender (Percentage) DIT has a good reputation for engineering DIT courses are more practical and applied The DIT ladder system will allow me to transfer to a higher course when I finish my current course Course not available anywhere else DIT is located in the city centre I didn t get engineering at N/A N/A a university DIT is accessible by public transport from my family home My friends are in DIT Other members of my family went to DIT A current student or graduate of DIT recommended DIT Other Other people in my school went to DIT The staff are friendly and approachable Reason for Studying engineering at DIT by Gender (Percentage) -7 All DIT has a good reputation for engineering DIT courses are more practical and applied The DIT ladder system will allow me to transfer to a higher course when I finish my current course Course not available anywhere else DIT is located in the city centre I didn t get engineering at a university DIT is accessible by public transport from my family home My friends are in DIT Other members of my family went to DIT A current student or graduate of DIT recommended DIT Other Other people in my school went to DIT The staff are friendly and approachable

21 Influencers on Decision to Study Engineering In this section respondents were asked to indicate the strength of the influence of a range of people on their decision to study engineering and come to DIT. Strong Positive Influence On Decision To Study Engineering (Ranked by ) 2003 Parent Career Guidance Counsellor An Engineer n/a 23 Other Family Member Engineering Teacher A Current Student of DIT Maths Teacher Other n/a 10 Construction Studies n/a n/a n/a 9 Teacher An Ex-student of DIT Other Teacher Science Teacher A member of Staff at DIT All Positive Influence On Decision To Study Engineering by Gender (Percentage) Parent Career Guidance Counsellor An Engineer Other Family Member Engineering Teacher A Current Student of DIT Maths Teacher Other Construction Studies n/a n/a n/a n/a Teacher An Ex-student of DIT Other Teacher Science Teacher A Member of Staff at DIT 20

22 All Positive Influencers on Decision to Study Engineering by Gender (Percentage) Parent Career Guidance Counsellor An Engineer Other Family Member Engineering Teacher 25 9 A Current Student of DIT Maths Teacher Other Construction Studies Teacher 22 8 An Ex-student of DIT Other Teacher Science Teacher A Member of Staff at DIT Strong Positive Influence on Decision to Study Engineering At DIT: Ranked by 2003 Parent Career Guidance Counsellor Other Family Member An Engineer n/a 15 A Current Student of DIT An Ex-student of DIT Engineering Teacher Other n/a 7 A member of Staff at DIT Construction Studies n/a n/a n/a 6 Teacher Maths Teacher Other Teacher Science Teacher

23 All Positive Influence On Decision To Study Engineering at DIT By Gender (Percentage) Parent Career Guidance Counselor Other Family Member An Engineer A Current Student of DIT An Ex-student of DIT Engineering Teacher Other A Member of Staff at DIT Construction Studies n/a n/a n/a n/a Teacher Maths Teacher Other Teacher Science Teacher All Positive Influencers on Decision to Study Engineering at DIT by Gender (Percentage) Parent Career Guidance Counselor Other Family Member An Engineer A Current Student of DIT An Ex-student of DIT Engineering Teacher 17 9 Other A Member of Staff at DIT Construction Studies Teacher 15 5 Maths Teacher Other Teacher Science Teacher

24 Strong Positive Influence On Decision To Study Engineering At DIT Compared With Strong Positive Influence to Study Engineering Influence To Study Engineering Influence To Study Engineering at DIT Parent Career Guidance Counsellor An Engineer Other Family Member Engineering Teacher 13 8 A Current Student of DIT Maths Teacher 10 5 Other 10 7 Construction Studies Teacher 9 6 An Ex-student of DIT 9 11 Other Teacher 8 5 Science Teacher 8 4 A member of Staff at DIT 6 6 Note that in general the percentages are smaller in the second column 23

25 The Engineering Teacher This section looks at those students who took Engineering at School and completed the questionnaire. Influence Of The Engineering Teacher On Their Decision To Do Engineering Some Positive Influence Strong Positive Influence responded to the question looking at the influence of Engineering Teacher on decision to come to DIT. Influence Of Engineering Teacher On Decision To Attend DIT Some Positive Influence Strong Positive Influence In 53 of those who did Engineering gave the answer I liked Engineering at school a first or second preference for their reason for studying engineering. In we asked the same questions in relation to the Construction Studies teacher and found that of those who did the subject 38 said the teacher had some positive influence while 26 said they had a strong positive influence on their decision to do engineering. 29 said they had some positive influence while 36 said they had a strong positive influence on their decision to study at DIT. In 29 of those who did Construction Studies gave the answer I liked Construction Studies at school a first or second preference for their reason for studying engineering. 24

26 Career Guidance Career Guidance at School Class-based with career guidance counsellor One-to-one with career guidance counsellor Both of the above None of the above Total Transition Year Yes No Total Clear Understanding of Course before Attending DIT Yes No Total

27 Engineers in the Family Family members Engineers N of Engineers in Family or more Family members Engineers by Gender N of Engineers in Family or more Relatives Who Are Engineers Percentage of Those Who Had A Relative Who Is an Engineer and Combined All Uncle Father Cousin Brother Grandfather Aunt Sister Mother

28 Family Members Attending DIT Have Any Members of Your Family Attended DIT? Yes No of Family Members Who Attended DIT (62) (33) (4) 5 or more 1 (0.3) 275 (64) 142 (33) 9 (2) 2 (0.5) 273 (64) 140 (33) 12 (3) 1 (0.2) Family Members Who attended DIT by Gender. Percentage who had Family Members who Attended DIT Family Members Who Had Studied Engineering at DIT by Gender Percentage who had Family Members who Studied Engineering at DIT All

29 Relatives Who Studied Engineering at DIT Percentage of Those Who Had A Relative Who Studied Engineering at DIT, and Combined All All Father Brother Uncle Cousin Sister Mother Grandfather Aunt

30 Evaluation of DIT Recruitment Activities DIT Activities Participation and Ratings Activity DIT Open Day/Information Day Staff Visit To School Student Visit To School Read Course Brochures Or Booklets Visited DIT Website (Percentage) Who Participated (Percentage)* Rating The Activity Good Or Very Good (Percentage)* Who Were Influenced To Come To DIT By Activity 111 (29) 95 (85) 84 (81 ) 80 (22) 71 (89) 65 (82) 31 (9) 28 (90) 23 (74) 324 (87) 280 (88) 273 (87) 275 (74) 201 (74) 126 (47) *Percentage of total who participated in this activity DIT Activities Participation and Ratings: Percentage Activity DIT Open Day/Information Day Staff Visit To School Student Visit To School Read Course Brochures Or Booklets Visited DIT Website (Percentage) Who Participated (Percentage)* Rating The Activity Good Or Very Good (Percentage)* Who Were Influenced To Come To DIT By Activity *Percentage of total who participated in this activity 29

31 DIT Activities Participation and Ratings Activity 2003 DIT Open Participation Day/Information Rating Good Day or Very Good* Influenced to Come to DIT* Staff Visit To School Student Visit To School Read Course Brochures Or Booklets Visited DIT Website Participation Rating Good or Very Good* Influenced to Come to DIT* Participation Rating Good or Very Good* Influenced to Come to DIT* Participation Rating Good or Very Good* Influenced to Come to DIT* Participation Rating Good or Very Good* Influenced to Come to DIT* *Percentage of total who participated in this activity ENGZONE Have You Heard of ENGZONE? Have you logged on to ENGZONE? * Yes No *Percentage of total who had heard of Engzone 30

32 Accommodation and Location Type of Accommodation Rented accommodation Digs In your family home With relatives in Dublin Other Total Type of Accommodation by County Family Home Rented Digs With Relatives in Dublin Other Total No County recorded Carlow Cavan Donegal Dublin Kildare Kilkenny Laois Leitrim Longford Louth Mayo Meath Monaghan Offaly Roscommon Westmeath Wexford Wicklow Total