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Lifelong Learning Imperative in Engineering A PPENDIX E 2011 LIFELONG IMPERATIVE SURVEY RESPONDENT POOL CHARACTERISTICS The responses for this project were categorized into two components: 1. Random Component: We selected respondents via true random sampling with a known probability of selection wherever possible. Response rates16 from our random component range from 5.8% to 13.1% dependent upon the sampled group (various professional engineering societies and University of Illinois alumni). The overall response rate was 9.4%. The sampling frame for professional societies was all active, nonstudent members with a US mailing address. The sampling frame for Illinois alumni was everyone who graduated with any degree in engineering (bachelor’s and above) between 1985 and 2005 and had a US mailing address. 2. Nonrandom component: Sometimes, due to privacy concerns or restrictions on email lists, it was not possible to draw a random sample of respondents. In those cases, we relied upon the organizations to invite members to take our survey in whatever way they thought was best. This formed the nonrandom component of the surveys. Overall, 19.7% of the responses came from the random component, and 80.3% from the nonrandom component. Following is the breakdown of survey respondents by demographic and employment characteristics: Gender Discipline 84.9% Male 41.9% Mechanical 15.1% Female 27.4% Electrical 16.2% Interdisciplinary Race 7.3% Chemical 83.4% White 2.7% Civil 16.6% Nonwhite 3.5% Other Sector Management Level 70.2% Manufacturing 51.8% Nonmanagerial 12.5% IT 32.4% First level 4.8% Pharma 11.6% Mid-level 3.1% Academia 4.2% Top level 2.0% Energy/Mining 1.7% Civil 1.6% Defense 4.1% Other 16 American Association for Public Opinion Research, standard definition for response rate #2 (www.aapor.org/Standard_Definitions2.htm). 32
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Lifelong Learning Imperative in Engineering Member of a Professional Society 58.8% Not a member 41.2% Member of at least one Region of the US 69.8% Midwest 12.0% South 10.3% Northeast 8.0% West 33