Osborne Research & Evaluation
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1 Osborne Research & Evaluation Workforce Continuum: Preliminary Request for Comments Findings The Understanding the Engineering Education-Workforce Continuum request for comments was developed and administered in order to help determine topics that will be discussed at the upcoming NAE Workshop on Pathways for Engineering Talent. A request for comments form was used to gather quantitative and qualitative information regarding perceptions of importance of a number of engineering education- and career-related issues. A link to the web-based request for comments was distributed to a number of stakeholders to ensure that a range of invested groups could offer their insights. Results represent the perceptions of those who responded to the request for comments and are not generalizable. Preliminary results are presented in this report. First, two tables illustrating the overall demographics of the sample are presented by Career Level (Table 1) and Stakeholder Group (Table 2) to provide context for the responses. Second, overall responses for each quantitative question are provided in Table 3. Tables 4-6 present responses for three questions that resulted in substantial differences related to the level of importance of the topics by Stakeholder Group. Finally, an overview of the qualitative data is provided in Table 7. Participants The request for comments was completed by 876 participants. The majority of respondents reported being mid- to late-career, although all career levels were represented (Table 1). Table 1 Career Level N % Pre-Career (Student) % Early Career % Mid-Career % Late Career % Retired % % Additionally, the participants represented nine specific Stakeholder Groups as well as additional groups that were captured in the Other classification. Faculty and Engineers Working in Industry comprised the two largest groups of participants (Table 2). Table 2 Stakeholder Group Represented N % Faculty % Engineer working in Industry % Student % Employer/Manager of Engineers % Administration % Leader within Professional Society % State or Federal Government Representative % Academic/Career Counselor % Foundation or Federal Funding Representative 5 0.6% Other % %* *s throughout the data tables may not add up to 100% due to rounding W. GUADALUPE ST., SUITE B412, AUSTIN, TX P H O N E
2 Responses to Quantitative Questions Preliminary results associated with responses are presented in this section. Responses were coded into three levels: Very /,, and Importance/, to indicate relative levels of importance placed on each question by the respondents. Overall importance placed on each question For each question, results are reported to demonstrate the levels of importance that the participants placed on each question. Yellow highlighting is used for easy identification of the five questions that received the highest level of agreement that the issue was Very / to learn more about. The five questions eliciting the fewest Very / responses are highlighted in blue. Table 3 Very or Importance or How important is it to define or outline N % N % N % the knowledge, skills, and abilities that are associated with engineering? (N=876) % % 8 0.9% the role of engineering talent to US technological innovation and economic growth? (N=871) % % % what an engineer is/does? (N=876) % % % How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? (N=873) % % 9 1.0% the need for degreed engineers? (N=875) % % % the recruiting and hiring practices for engineering talent? (N=871) % % % what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupations? (N=725) % % % In terms of the supply of engineers and recruiting engineers, how important is it to learn about N % N % N % the ability of those working as engineers to adapt to changing employment and employer needs? (N=874) % % % US institutional capacity for producing engineering graduates? (N=874) % % % differences in the career trajectories of engineering talent from underrepresented groups? (N=868) % % % 2
3 Very or Importance or Related to the motivations and decisionmaking of current students and recent graduates, how important is it to learn about the economic factors associated with engineering students' and recent graduates' career decision-making? (N=873) % % % the non-economic factors associated with engineering students' and recent graduates' career decision-making? (N=869) % % % students' and recent graduates' unwillingness and/or willingness to leave engineering? (N=872) % % % differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? (N=872) % % % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the economic factors associated with engineering talent career decision-making? (N=871) % % % the non-economic factors associated with engineering talent career decision-making? (N=866) % % % engineering talent's unwillingness and/or willingness to leave engineering? (N=865) % % % differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? (N=862) % % % Overwhelmingly, respondents indicated that the topics included in the request for comments were Very / to learn more about. For 13 of the 18 questions, respondents indicated with 76-96% agreement that the areas of concern were Very / to learn more about. Five questions received 65-69% agreement that the topics were Very / to learn more about. Also of note, it appears that all of the questions focusing on decision-making were over-represented among the responses that yielded the lowest percent of Very / support. Questions with more than 90% or less than 70% agreement that the topic was Very / to learn more about were analyzed separately by Career Level and Stakeholder Group to determine if and to what extent differences in perceptions of importance varied by groups. Career Level analyses did not yield substantial differences between groups nor did those by Stakeholder Group (data are available for review in Appendix A). For three questions, however, differences by Stakeholder Group emerged. These data are presented in the following section. Variation in Responses for Select Questions by Stakeholder Group Three questions elicited differences in relative levels of agreement when viewed by Stakeholder Group. The following questions are presented in this section to demonstrate the groups who place 3
4 more and less value on learning more about the topics. Yellow is used to highlight the highest agreement of relative importance and blue is used to draw attention to the groups who reported the lowest levels of agreement that the topic was Very / to learn more about. Question: Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? Table 4 Stakeholder Group Very or Faculty % % % % Student % % % % Engineer working in Industry % % % % Employer/Manager of Engineers % % % % Leader within Professional Society % % 2 3.6% % State or Federal Government Representative % % 1 5.0% % Academic/Career Counselor % % 0 0.0% % Foundation or Federal Funding Representative % % 0 0.0% % Other % % 1 4.5% % Only 51% of Engineers Working in Industry and 59% of Employer/Managers of Engineers reported that they felt it was important to learn more about the gender and race/ethnicity factors that are associated with motivations and decision-making of engineering students. Yet, 80% of Academic/Career Counselors (note, however, the low N), agreed that it should be a high priority. 4
5 Question: In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? Table 5 Stakeholder Group Very or Faculty % % % % Engineer working in Industry % % % % Student % % % % Administration % % 0 0.0% % Employer/Manager of Engineers % % % % Leader within Professional Society % % 3 5.5% % State or Federal Government Representative % % % % Academic/Career Counselor % % 0 0.0% % Foundation or Federal Funding Representative % % 0 0.0% % Other % % 1 4.5% % Similar to the data in Table 4, a similar pattern emerged when asked about the importance of learning more about the effects that gender and race/ethnicity may have on occupational mobility throughout an engineering career. Again, a high percent of Academic/Career Counselors felt this was Very / while Engineers Working in Industry and Employers/Managers of Engineers had the lowest level of agreement that it was highly important. Though less pronounced than the disparity in agreement demonstrated in the previous two tables, there appears to be some disagreement about the importance of outlining skills associated with engineering education and how useful it might be to careers outside of engineering (Table 6). Only 70-79% of Engineers Working in Industry, Students, Administrators, and State or Federal Government Representatives find this topic to be Very / to learn more about while Leaders within Professional Societies and Academic/Career Counselors share over 90% agreement. When asked about the relative level of importance regarding learning more about outlining skills, knowledge, and abilities associated with engineering education and how useful it is within engineering occupations, however, there was no substantial difference in agreement among Stakeholder Groups (see Appendix A, Table 21) 5
6 Question: How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupations? Table 6 Stakeholder Group Very or Faculty % % 7 2.2% % Engineer working in Industry % % 2 1.4% % Student % % 3 2.9% % Administration % % 3 2.8% % Employer/Manager of Engineers % % 0 0.0% % Leader within Professional Society % 3 5.4% 0 0.0% % State or Federal Government Representative % % 1 5.0% % Academic/Career Counselor % % 0 0.0% % Foundation or Federal Funding Representative % % 0 0.0% % Other % 2 9.1% 1 4.5% % Open-Ended Questions Three questions were asked that allowed respondents to articulate their perspectives more specifically. The first open-ended question was: Thinking now about the items you indicated were important or very important to understand/learn more about, which issue do you consider to be the MOST important to better understand/learn more about? If you were to learn more about this topic, how do you think you could use the information? Five hundred sixty-six participants provided a response to this question. Each topic from the quantitative questions was identified and coded to determine which areas were of primary concern according to the respondents. Four topics were identified by more than 20 participants as Most to learn more about. They are highlighted in the table below. 6
7 Table 7 Lynette Osborne, Ph.d. Question topic identified as MOST IMPORTANT to learn more about Count How is it to define or outline the knowledge, skills, and abilities that are associated with engineering? 63 In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the non-economic factors associated with engineering talent career decisionmaking? 31 In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? 22 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? 20 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the non-economic factors associated with engineering students' and recent graduates' career decision-making? 19 How is it to define or outline the role of engineering talent to US technological innovation and economic growth? 17 In terms of the supply of engineers and recruiting engineers, how important is it to learn about the ability of those working as engineers to adapt to changing employment and employer needs? 17 How is it to define or outline what an engineer is/does? 16 In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the economic factors associated with engineering talent career decision-making? 14 In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about engineering talent's unwillingness and/or willingness to leave engineering? 13 In terms of the supply of engineers and recruiting engineers, how important is it to learn about the need for degreed engineers? 11 In terms of the supply of engineers and recruiting engineers, how important is it to learn about differences in the career trajectories of engineering talent from underrepresented groups? 11 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about students' and recent graduates' unwillingness and/or willingness to leave engineering? 11 In terms of the supply of engineers and recruiting engineers, how important is it to learn about the recruiting and hiring practices for engineering talent? 10 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the economic factors associated with engineering students' and recent graduates' career decision-making? 10 How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? 6 How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupation? 6 In terms of the supply of engineers and recruiting engineers, how important is it to learn about US institutional capacity for producing engineering graduates? 5 Defining or outlining the knowledge, skills, and abilities that are associated with engineering, was the topic that yielded the most support from participants (N=63). The second most important topic identified by the group was related to learning more about the non-economic factors associated with engineering talent career decision-making (N=31). The other two topics that emerged as important for future exploration are both related to how gender and race/ethnicity of affects decision-making of degreed engineers (N=20) and occupational movement of engineering talent (N=22). Of note, some the areas ranked as Most by a majority of respondents in the qualitative question were ranked somewhat low when asked about their relative levels of importance in the quantitative questions (see Table 3). This may be an important area to explore in more detail at the workshop. Data from the other two open-ended questions were also coded and analyzed as well. These two questions were: Is there anything not addressed on the request for comments that you think is 7
8 critical to learn more about regarding the relationship between engineering education and engineering talent? N=411) and Is there anything regarding this relationship that you think has received sufficient attention and need not be the focus of additional efforts? (N=198). While a number of participants completed these questions, themes did not emerge from these data. This may be due to the unique perspectives and experiences of each participant. Additional analysis will be needed to further explore these questions. Conclusion and Recommendations Overall, the preliminary analysis of the questions indicates that the majority of participants feel the topics raised are important to learn more about. Few topics were identified as or Of Little Importance/, and in no case were these responses higher than those for Very /. Analysis of the qualitative data indicate that defining and/or outlining the knowledge, skills, and abilities that are associated with engineering is of critical importance to learn more about. These results should be considered when developing topics for the upcoming workshop and breakout session group assignments. While overall there was a general consensus that the majority of the topics were Very / to learn more about, it might be worth exploring the topics found to be less important by specific Stakeholder Groups. These data were provided to inform the in-progress decisions regarding topics for the upcoming Workshop. Additional analysis of the data is forthcoming and will be included in the final report with an analysis of the upcoming Workshop. 8
9 Appendix A Additional Data Tables 9
10 Each of the questions from the overall ratings that received % responses as Very / were analyzed by Career Level and Stakeholder Group to determine if and to what extent differences may exist between groups. In addition, the two questions that received the lowest share of the responses as Very / are also delineated by Career Level and Stakeholder Group to show the extent to which different groups may have different priorities related to the issues. Question: How is it to define or outline the knowledge, skills, and abilities that are associated with engineering? Table 8 Career Level Very or * Pre-Career (Student) % % 3 3.0% % Early Career % 1 1.1% 1 1.1% % Mid-Career % % 1 0.3% % Late Career % 9 3.0% 3 1.0% % Retired % 2 5.3% 0 0.0% % Table 9 Stakeholder Group Very or Faculty % % 2 0.6% % Engineer working in Industry % 4 2.7% 1 0.7% % Employer/Manager of Engineers % 5 4.8% 0 0.0% % Student % % 3 2.8% % Administration % 2 2.4% 1 1.2% % Leader within Professional Society % 3 5.4% 0 0.0% % State or Federal Government Representative % % 0 0.0% % Academic/Career Counselor % 0 0.0% 0 0.0% % Foundation or Federal Funding Representative % 0 0.0% 0 0.0% 5 100% Other % 0 0.0% 1 4.5% %
11 Question: How is it to define or outline what an engineer is/does? Table 10 Career Level Very or Pre-Career (Student) % % 3 3.0% % Early Career % 7 7.9% 1 1.1% % Mid-Career % % 3 0.9% % Late Career % % 6 2.0% % Retired % 2 5.3% 1 2.6% % Table 11 Stakeholder Group Very or Faculty % % 3 1.0% % Engineer working in Industry % % 3 2.0% % Employer/Manager of Engineers % 8 7.7% 2 1.9% % Student % % 3 2.8% % Administration % 3 3.6% 1 1.2% % Leader within Professional Society % 5 8.9% 1 1.8% % State or Federal Government Representative % % 0 0.0% % Academic/Career Counselor % 0 0.0% 0 0.0% % Foundation or Federal Funding Representative % 0 0.0% 0 0.0% 5 100% Other % % 1 4.5% %
12 Question: How is it to define or outline the role of engineering talent to US technological innovation and economic growth? Table 12 Career Level Very or Pre-Career (Student) % % 0 0.0% % Early Career % % 3 3.4% % Mid-Career % % 4 1.1% % Late Career % % 8 2.7% % Retired % 0 0.0% 0 0.0% % Table 13 Stakeholder Group Very or Faculty % % 8 2.6% % Engineer working in Industry % % 4 2.7% % Employer/Manager of Engineers % 7 6.7% 2 1.9% % Student % % 0 0.0% % Administration % 1 1.2% 0 0.0% % Leader within Professional Society % 3 5.4% 1 1.8% % State or Federal Government Representative % % 0 0.0% % Academic/Career Counselor % 0 0.0% 0 0.0% % Foundation or Federal Funding Representative % % 0 0.0% 5 100% Other % 1 4.8% 0 0.0% %
13 Question: How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? Table 14 Career Level Very or Pre-Career (Student) % 5 5.1% 4 4.1% % Early Career % 3 3.4% 0 0.0% % Mid-Career % 8 2.3% 3 0.9% % Late Career % % 2 0.7% % Retired % 2 5.3% 0 0.0% % Table 15 Stakeholder Group Very or Faculty % 9 2.9% 2 0.6% % Engineer working in Industry % 2 1.4% 1 0.7% % Employer/Manager of Engineers % 5 4.8% 0 0.0% % Student % 7 6.5% 4 3.7% % Administration % 2 2.4% 2 2.4% % Leader within Professional Society % 3 5.4% 0 0.0% % State or Federal Government Representative % 0 0.0% 0 0.0% % Academic/Career Counselor % 0 0.0% 0 0.0% % Foundation or Federal Funding Representative % 0 0.0% 0 0.0% 5 100% Other % 0 0.0% 0 0.0% %
14 Question: In terms of the supply of engineers and recruiting engineers, how important is it to learn about the ability of those working as engineers to adapt to changing employment and employer needs? Table 16 Career Level Very or Pre-Career (Student) % % 2 2.0% % Early Career % 6 6.8% 3 3.4% % Mid-Career % % 3 0.9% % Late Career % % 2 0.7% % Retired % % 0 0.0% % Table 17 Stakeholder Group Very or Faculty % % 2 0.6% % Engineer working in Industry % % 3 2.0% % Student % % 2 1.8% % Employer/Manager of Engineers % % 1 1.0% % Administration % 5 6.0% 1 1.2% % Leader within Professional Society % 5 8.9% 1 1.8% % State or Federal Government Representative % % 0 0.0% % Academic/Career Counselor % 0 0.0% 0 0.0% % Foundation or Federal Funding Representative % 0 0.0% 0 0.0% 5 100% Other % % 0 0.0% %
15 For each of the two largest groups of participants Faculty and Engineers Working in Industry, I have presented their selections for Very / in descending order of importance to illustrate the topics for which these groups converge and diverge on areas of perceived importance. The highest areas of concern for both groups are the same, but then a divergence in opinions emerges. Ranking of Very / issues for Faculty and Engineering Working in Industry Table 18 FACULTY ONLY (N=313) Very or ENGINEERS IN INDUSTRY ONLY (N=149) Very or N % N % How important is it to define How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? % what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? % How is it to define or outline the knowledge, skills, and abilities that are associated with engineering? % How important is it to define or outline the role of engineering talent to US technological innovation and economic growth? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the ability of those working as engineers to adapt to changing employment and employer needs? % How is it to define or outline what an engineer is/does? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the need for degreed engineers? % How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupation? % How is it to define or outline the knowledge, skills, and abilities that are associated with engineering? % How is it to define or outline what an engineer is/does? % How is it to define or outline the role of engineering talent to US technological innovation and economic growth? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the economic factors associated with engineering talent career decision-making? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the need for degreed engineers? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the ability of those working as engineers to adapt to changing employment and employer needs? % 15
16 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the economic factors associated with engineering students' and recent graduates' career decisionmaking? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the economic factors associated with engineering students' and recent graduates' career decision-making? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the recruiting and hiring practices for engineering talent? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about the recruiting and hiring practices for engineering talent? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the non-economic factors associated with engineering students' and recent graduates' career decision-making? % How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupation? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the economic factors associated with engineering talent career decision-making? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the non-economic factors associated with engineering talent career decision-making? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about US institutional capacity for producing engineering graduates? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about the noneconomic factors associated with engineering talent career decision-making? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about US institutional capacity for producing engineering graduates? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about the noneconomic factors associated with engineering students' and recent graduates' career decision-making? % 16
17 Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about differences in the career trajectories of engineering talent from underrepresented groups? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about engineering talent's unwillingness and/or willingness to leave engineering? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about students' and recent graduates' unwillingness and/or willingness to leave engineering? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about engineering talent's unwillingness and/or willingness to leave engineering? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about students' and recent graduates' unwillingness and/or willingness to leave engineering? % In terms of the supply of engineers and recruiting engineers, how important is it to learn about differences in the career trajectories of engineering talent from underrepresented groups? % In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? % Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? % 17
18 Question: Related to the motivations and decision-making of current students and recent graduates, how important is it to learn about differences in the decision-making factors associated with gender, race/ethnicity of the engineering students and recent graduates? Table 19 Career Level Very or Pre-Career (Student) % % % % Early Career % % 6 6.7% % Mid-Career % % % % Late Career % % % % Retired % % 2 5.3% % Question: In terms of occupational movement of engineering talent from first job to retirement, how important is it to learn about differences in the decision-making factors associated with the gender, race/ethnicity of the engineering talent? Table 20 Career Level Very or Pre-Career (Student) % % % % Early Career % % % % Mid-Career % % % % Late Career % % % % Retired % % % % Question: How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? Table 21 Very or Career Level N % N % N % Pre-Career (Student) % 5 5.1% 4 4.1% 98 Early Career % 3 3.4% 0 0.0% 89 Mid-Career % 8 2.3% 3 0.9% 349 Late Career % % 2 0.7% 297 Retired % 2 5.3% 0 0.0%
19 Question: How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful in engineering occupations? Table 22 Very or Job Type N % N % N % Faculty % 9 2.9% 2 0.6% 315 Engineer working in Industry % 2 1.4% 1 0.7% 148 Employer/Manager of Engineers % 5 4.8% 0 0.0% 104 Student % 7 6.5% 4 3.7% 108 Administration % 2 2.4% 2 2.4% 83 Leader within Professional Society % 3 5.4% 0 0.0% 56 State or Federal Government Representative % 0 0.0% 0 0.0% 20 Academic/Career Counselor % 0 0.0% 0 0.0% 10 Foundation or Federal Funding Representative % 0 0.0% 0 0.0% 5 Other % 0 0.0% 0 0.0% 22 Question: How important is it to define what knowledge, skills, and abilities gained during an engineering education are useful and/or transfer to careers outside of engineering occupations? Table 23 Very or Career Level N % N % N % Pre-Career (Student) % % 3 3.1% 98 Early Career % % 3 3.4% 89 Mid-Career % % 4 1.1% 349 Late Career % % 7 2.4% 297 Retired % % 2 5.3%
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