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Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century (2012)

Chapter: APPENDIX E: 2011 LLI Survey Respondent Pool Characteristics

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Suggested Citation:"APPENDIX E: 2011 LLI Survey Respondent Pool Characteristics." National Academy of Engineering. 2012. Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13503.
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APPENDIX 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

84.9% Male

15.1% Female

Race

83.4% White

16.6% Nonwhite

Sector

70.2% Manufacturing

12.5% IT

4.8% Pharma

3.1% Academia

2.0% Energy/Mining

1.7% Civil

1.6% Defense

4.1% Other

Discipline

41.9% Mechanical

27.4% Electrical

16.2% Interdisciplinary

7.3% Chemical

2.7% Civil

3.5% Other

Management Level

51.8% Nonmanagerial

32.4% First level

11.6% Mid-level

4.2% Top level

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16 American Association for Public Opinion Research, standard definition for response rate #2 (www.aapor.org/Standard_Definitions2.htm).

Suggested Citation:"APPENDIX E: 2011 LLI Survey Respondent Pool Characteristics." National Academy of Engineering. 2012. Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13503.
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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

Suggested Citation:"APPENDIX E: 2011 LLI Survey Respondent Pool Characteristics." National Academy of Engineering. 2012. Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13503.
×
Page 32
Suggested Citation:"APPENDIX E: 2011 LLI Survey Respondent Pool Characteristics." National Academy of Engineering. 2012. Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13503.
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Page 33
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The Lifelong Learning Imperative (LLI) project was initiated to assess current practices in lifelong learning for engineering professionals, reexamine the underlying assumptions behind those practices, and outline strategies for addressing unmet needs. The LLI project brought together leaders of U.S. industry, academia, government, and professional societies to assess the current state of lifelong learning of engineers; to examine the need for, and nature of, lifelong learning going forward; and to explore the responsibilities and potential actions for the primary stakeholders.

The United States is facing a crisis in its engineering workforce just as global competition is becoming very intense. During the next several years there will be massive retirements of skilled and experiences engineers, and the United States has one of the lowest rates of graduation of bachelor-level engineers in the world: only 4.5 percent of our university graduates are engineers. The issue is especially acute in the national security industry because of citizenship requirements. Perhaps even more critical, the pace of technological change continues to accelerate, making the specifics of engineering education and skill development obsolete in short order. A critical part of our corporate and national strategy to address this looming crisis should be to ramp up the quality of engineers' professional life, improve their capacity to innovate, and widen their fields of opportunity.

A project-framing workshop was organized by the University of Illinois at Urbana-Champaign (UIUC) in partnership with the National Academy of Engineering in June 2009 to examine the issues relevant to lifelong learning in engineering. A UIUC research team then conducted a survey-based assessment of the issues identified in the 2009 workshop. Preliminary findings from the UIUC study were examined more fully. Lifelong Learning Imperative in Engineering reflects the opinions of the authors based on the UIUS team's survey analysis and learning from the discussions at the 2011 workshop.

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