Over **** million students were enrolled in the computer science engineering discipline in the academic year 2022. The second highly sought-after engineering discipline was electronics with about *** thousand students for the same year. What is the process of enrollment in engineering colleges? The Joint Entrance Examination (JEE) Main is a national-level exam conducted by the National Testing Agency (NTA) and is the gateway to the prestigious Indian Institute of Technology (IIT) or the National Institute of Technology (NIT) and other leading engineering colleges. Different Indian states also organize Common Entrance Tests (CETs) for engineering admissions. Most of these engineering colleges are government run and subsidized. Why is engineering a popular profession in India? As a developing economy, the sector offers various work opportunities in the infrastructure, construction, and transport sectors in India. The IT industry is also one of the largest employers in India. Job opportunities in the sector include new and promising areas such as data analytics, artificial intelligence, and cybersecurity among others. Hence it is not surprising that the stream is most opted for by engineering students. In addition to an abundance of job opportunities, the sector offers high earning potential and boosts chances of landing a job abroad, given the high unemployment rate in India.

Historical Dataset of School Of Engineering & Sciences is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2008-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2008-2023),American Indian Student Percentage Comparison Over Years (2008-2014),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2009-2015),Two or More Races Student Percentage Comparison Over Years (2009-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2008-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2008-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2010-2022),Graduation Rate Comparison Over Years (2012-2022)

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support. This dataset includes GSS assets for 2022.

In 2024, around 152,000 undergraduate students were majoring in computers and communication engineering studies in South Korean universities. According to the source, there were about 547,000 students enrolled in engineering studies at universities in South Korea in 2024.

The dataset contains anonymized academic performance data of undergraduate engineering students from 2011 to 2020 at the nine campuses of the Universidad Nacional de Colombia. Key variables include socioeconomic status, faculty, gender, academic program, age, and cumulative weighted academic average (CWAA). This dataset provides insights into academic outcomes across various demographics, enabling analysis of patterns that may inform educational strategies and improve equity in engineering education.

This statistic presents the number of enrolled engineering students in South Korea as of October 2019, broken down by subject area and gender. In that year, around 117 thousand male students were enrolled in computers and communication engineering, while only around 35 female students were enrolled in the same area.

Data provides School Year 2013-2014 through most currently available data including undergraduate student enrollment in engineering, biological and biomedical science, mathematics and physical sciences at Pennsylvania’s publicly supported institutions. Data is collected in the Spring and reported out in the Fall. A couple of notes on the data: 1. IPEDS only reports certain majors. When the data was pulled in 2014 it included two CIP categories that are no longer reported, 15-Engineering Technologies and 41-Science Technology/Technicians. 2. IPEDS no longer reports community college enrollments for this measure. It is possible that this is related to the dropping of CIP code categories. The CIP codes that were dropped are primarily used for Associate of Applied Science degrees as they are technician level programs.
3. Prior to 2018, Penn State University reported data for each campus. Starting in 2019, Penn State transitioned to reporting at the university level and does not report any campus-level data.

In 2024, around ****** students graduated from universities in South Korea with a bachelor's degree in computer and communication engineering. In the same year, the number of engineering graduates from universities in South Korea totaled almost ******.

Pakistan Number of Students: Professional Colleges: Engineering data was reported at 2.000 Person in 2016. This stayed constant from the previous number of 2.000 Person for 2015. Pakistan Number of Students: Professional Colleges: Engineering data is updated yearly, averaging 6.000 Person from Jun 1997 (Median) to 2016, with 20 observations. The data reached an all-time high of 16.000 Person in 2004 and a record low of 2.000 Person in 2016. Pakistan Number of Students: Professional Colleges: Engineering data remains active status in CEIC and is reported by Pakistan Bureau of Statistics. The data is categorized under Global Database’s Pakistan – Table PK.G010: Education Statistics: Number of Students.

The Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS) is an annual census conducted by the U.S. National Center for Science and Engineering Statistics (NCSES) under the National Science Foundation (NSF) and co-sponsored by the National Institutes of Health (NIH). It collects data from all U.S. academic institutions granting research-based master’s or doctoral degrees in science, engineering, and selected health fields as of fall each year. The dataset includes the total number of graduate students (master’s and doctoral), postdoctoral appointees, and doctorate-level nonfaculty researchers, categorized by demographics (e.g., gender, race/ethnicity), field of study, citizenship status, funding sources, and institutional characteristics. Its primary purpose is to track trends in STEM education and workforce development, supporting policy decisions, resource allocation, and research on workforce diversity and training. Key features include its comprehensive coverage of U.S. institutions, granular demographic breakdowns, and longitudinal data for analyzing changes over time. Unique aspects are its role as the sole federal survey capturing institutional-level data on graduate students and postdocs, making it critical for understanding STEM education pipelines and workforce dynamics. The dataset is widely used by policymakers, researchers, and institutions to assess workforce needs and equity in STEM fields.

The dataset contains anonymized academic performance data of undergraduate engineering students from 2011 to 2023 at the nine campuses of the Universidad Nacional de Colombia. Key variables include socioeconomic status, faculty, gender, academic program, age, and cumulative weighted academic average (CWAA). This dataset provides insights into academic outcomes across various demographics, enabling analysis of patterns that may inform educational strategies and improve equity in engineering education.

In 2023, there were approximately 174,000 students enrolled in engineering training institutions. This represented a decrease compared to the previous year. However, since 2000, the number of engineering students almost doubled.

Financial overview and grant giving statistics of National Association of Engineering Student Councils Inc.

Background
An understanding of the resources which engineering students use to write their academic papers provides information about student behaviour as well as the effectiveness of information literacy programs designed for engineering students. One of the most informative sources of information which can be used to determine the nature of the material that students use is the bibliography at the end of the students’ papers. While reference list analysis has been utilised in other disciplines, few studies have focussed on engineering students or used the results to improve the effectiveness of information literacy programs. Gadd, Baldwin and Norris (2010) found that civil engineering students undertaking a finalyear research project cited journal articles more than other types of material, followed by books and reports, with web sites ranked fourth. Several studies, however, have shown that in their first year at least, most students prefer to use Internet search engines (Ellis & Salisbury, 2004; Wilkes & Gurney, 2009).

PURPOSE
The aim of this study was to find out exactly what resources undergraduate students studying civil engineering at La Trobe University were using, and in particular, the extent to which students were utilising the scholarly resources paid for by the library. A secondary purpose of the research was to ascertain whether information literacy sessions delivered to those students had any influence on the resources used, and to investigate ways in which the information literacy component of the unit can be improved to encourage students to make better use of the resources purchased by the Library to support their research.

DESIGN/METHOD
The study examined student bibliographies for three civil engineering group projects at the Bendigo Campus of La Trobe University over a two-year period, including two first-year units (CIV1EP – Engineering Practice) and one-second year unit (CIV2GR – Engineering Group Research). All units included a mandatory library session at the start of the project where student groups were required to meet with the relevant faculty librarian for guidance. In each case, the Faculty Librarian highlighted specific resources relevant to the topic, including books, e-books, video recordings, websites and internet documents. The students were also shown tips for searching the Library catalogue, Google Scholar, LibSearch (the LTU Library’s research and discovery tool) and ProQuest Central. Subject-specific databases for civil engineering and science were also referred to. After the final reports for each project had been submitted and assessed, the Faculty Librarian contacted the lecturer responsible for the unit, requesting copies of the student bibliographies for each group. References for each bibliography were then entered into EndNote. The Faculty Librarian grouped them according to various facets, including the name of the unit and the group within the unit; the material type of the item being referenced; and whether the item required a Library subscription to access it. A total of 58 references were collated for the 2010 CIV1EP unit; 237 references for the 2010 CIV2GR unit; and 225 references for the 2011 CIV1EP unit.

INTERIM FINDINGS
The initial findings showed that student bibliographies for the three group projects were primarily made up of freely available internet resources which required no library subscription. For the 2010 CIV1EP unit, all 58 resources used were freely available on the Internet. For the 2011 CIV1EP unit, 28 of the 225 resources used (12.44%) required a Library subscription or purchase for access, while the second-year students (CIV2GR) used a greater variety of resources, with 71 of the 237 resources used (29.96%) requiring a Library subscription or purchase for access. The results suggest that the library sessions had little or no influence on the 2010 CIV1EP group, but the sessions may have assisted students in the 2011 CIV1EP and 2010 CIV2GR groups to find books, journal articles and conference papers, which were all represented in their bibliographies

FURTHER RESEARCH
The next step in the research is to investigate ways to increase the representation of scholarly references (found by resources other than Google) in student bibliographies. It is anticipated that such a change would lead to an overall improvement in the quality of the student papers. One way of achieving this would be to make it mandatory for students to include a specified number of journal articles, conference papers, or scholarly books in their bibliographies. It is also anticipated that embedding La Trobe University’s Inquiry/Research Quiz (IRQ) using a constructively aligned approach will further enhance the students’ research skills and increase their ability to find suitable scholarly material which relates to their topic. This has already been done successfully (Salisbury, Yager, & Kirkman, 2012)

CONCLUSIONS & CHALLENGES
The study shows that most students rely heavily on the free Internet for information. Students don’t naturally use Library databases or scholarly resources such as Google Scholar to find information, without encouragement from their teachers, tutors and/or librarians. It is acknowledged that the use of scholarly resources doesn’t automatically lead to a high quality paper. Resources must be used appropriately and students also need to have the skills to identify and synthesise key findings in the existing literature and relate these to their own paper. Ideally, students should be able to see the benefit of using scholarly resources in their papers, and continue to seek these out even when it’s not a specific assessment requirement, though it can’t be assumed that this will be the outcome.

REFERENCES

Ellis, J., & Salisbury, F. (2004). Information literacy milestones: building upon the prior knowledge of first-year students. Australian Library Journal, 53(4), 383-396.

Gadd, E., Baldwin, A., & Norris, M. (2010). The citation behaviour of civil engineering students. Journal of Information Literacy, 4(2), 37-49.

Salisbury, F., Yager, Z., & Kirkman, L. (2012). Embedding Inquiry/Research: Moving from a minimalist model to constructive alignment. Paper presented at the 15th International First Year in Higher Education Conference, Brisbane. Retrieved from http://www.fyhe.com.au/past_papers/papers12/Papers/11A.pdf

Wilkes, J., & Gurney, L. J. (2009). Perceptions and applications of information literacy by first year applied science students. Australian Academic & Research Libraries, 40(3), 159-171.

This statistic shows the student enrollment of University Grants Committee (UGC) funded universities in Hong Kong from academic year 2011/12 to 2020/21, by major. In the academic year of 2020/21, almost **** thousand students were majoring in engineering and technology in the UGC funded universities in Hong Kong.

IntroductionDeveloping and deploying research tools that measure pre-college students’ conceptions of engineering is challenging, and often surveys relying on measurements of interest and identity are used to understand students’ goals related to engineering. The purpose of this study is to describe the creation of and preliminary findings from a survey in the context of long-term engagement with middle school students.MethodsTo identify underlying factors related to student conceptions of engineering, this study leveraged exploratory factor analysis (EFA) with survey data from 360 middle school students along with descriptive and inferential statistics to understand more about the relationship between conceptions and interest and identity.ResultsResults from the EFA revealed a total of five factors related to a range of students’ conceptions of engineering and interest and identity for engineering. Descriptive and inferential statistics further iterated that conceptions of engineering are distinct from interest and identity, meaning that, in some instances, understanding what engineering is does not always lead to increased interest.DiscussionThis study emphasizes the need to differentiate discussions about interest and identity in engineering from conceptions of engineering through more nuanced analysis of data. This study also contributes promising survey items and measures that can be translated to different contexts and further explored to measure conceptions of engineering.

Historical Dataset of Southern School Of Engineering is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),American Indian Student Percentage Comparison Over Years (2009-2023),Asian Student Percentage Comparison Over Years (2010-2011),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2009-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2009-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2014),Math Proficiency Comparison Over Years (2010-2014),Overall School Rank Trends Over Years (2010-2014),Graduation Rate Comparison Over Years (2011-2014)

This statistic shows the number of university and college students majoring in engineering and engineering trades as well as manufacturing and processing in Taiwan from school year 2013 to 2023. In school year 2023, approximately ******* students in Taiwan majored in engineering and engineering trades.

Historical Dataset of John Marshall School Of Engineering is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2016-2023),Total Classroom Teachers Trends Over Years (2017-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2017-2023),Asian Student Percentage Comparison Over Years (2016-2023),Hispanic Student Percentage Comparison Over Years (2016-2023),Black Student Percentage Comparison Over Years (2016-2023),White Student Percentage Comparison Over Years (2016-2023),Two or More Races Student Percentage Comparison Over Years (2016-2023),Diversity Score Comparison Over Years (2016-2023),Reading and Language Arts Proficiency Comparison Over Years (2016-2022),Math Proficiency Comparison Over Years (2016-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2016-2022),Graduation Rate Comparison Over Years (2018-2022)

Historical Dataset of Garrett Morgan School Of Engineering & Innovation is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1992-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1992-2023),Asian Student Percentage Comparison Over Years (1990-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1991-2023),White Student Percentage Comparison Over Years (1991-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (1992-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2012),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2011-2022),Graduation Rate Comparison Over Years (2012-2022)