Why did Generation Z choose engineering-related courses? A conjoint analysis approach

Area of Science:

• Engineering Education Research
• Generation Z Studies
• Decision-Making Psychology

Background:

• Declining global interest in engineering careers among Generation Z poses a threat to the future workforce.
• Understanding the decision-making processes of Generation Z is crucial for educational institutions and policymakers.

Purpose of the Study:

• To quantify how Generation Z students weigh various factors when selecting engineering-related courses.
• To identify the most influential attributes in the educational and career choices of first-year engineering students.

Main Methods:

• A fractional-factorial conjoint design survey administered to 500 first-year engineering students in the Philippines.
• Estimation of part-worth utilities and attribute importance for tuition fees, expected salary, employability, and recommendations from teachers, peers, and relatives.

Main Results:

• Expected salary was the most significant factor, followed by tuition fees and teacher recommendations.
• Employability had a moderate impact, while peer and relative recommendations had the least influence.
• Gen Z enrollment decisions are primarily driven by perceived value (cost-benefit analysis) and credible authority (teacher endorsements).

Conclusions:

• Findings suggest that Generation Z's educational choices are predominantly value-driven and influenced by authoritative figures like teachers.
• Institutions should focus on affordability, transparent career outcome data, teacher mentorship, and employability enhancement to attract and retain engineering students.
• The study validates conjoint analysis as a tool for understanding implicit trade-offs in educational decision-making and offers practical insights for policy and research.