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Undergradua Source: Statistics Canada FIGURE 8: Proportion of women in full-time undergraduate programs plateaued in 2000 FIGURE 9: Distribution of undergraduate female students remained constant from 2000 to 2008 FIGURE 11: Recruitm student enrolment 2010e 65% 60% 55% 50% 45% 40% Female percentage of full-time enrolment 80% 70% 60% 50% 40% 30% 2000 2008 Full-time enrolment 100,000 90,000 80,000 70,000 60,000 50,000 40,000 30,000 35% 30% 25% 1980 1985 1990 1995 Undergraduate degree Master’s Source: Statistics Canada data and AUCC estimates 2000 PhD 2005 2010e 20% 10% 0 Total Education Visual and Performing Arts Humanities Social and Behavioural Sciences, and Law Source: Statistics Canada data and AUCC estimates Business, Management Physical and Life Sciences, and Technologies Mathematics, Computer Sciences Architecture, Engineering Agriculture, Natural Resources and Conservation Health, Parks, Recreation and Fitness 20,000 10,000 0 1980 1985 Total Graduat Source: Statistics Canad Though women represented the majority of students at the undergraduate level, they did not represent the majority of students in every discipline. In 2008, women constituted the minority in the combined disciples of mathematics, computer and information sciences where they represented 26 percent of students, and architecture, engineering and related technologies where women represented 20 percent of students. Conversely, women dominate enrolment in education where they represented 77 percent of FIGURE 9: Distribution of undergraduate female students undergraduate remained constant students; from 2000 and to 2008 health, parks, recreation and fitness where they represented 71 percent of undergraduate students. 80% In fact, the gender distribution across the major fields of study at 2000 70% the undergraduate level has remained virtually unchanged since 2008 60% 2000. So, while men are still outnumbered two-to-one in social science and life science disciplines, they are no longer losing ground. 50% 40% 30% At the master’s level, women’s enrolment has followed a similar trajectory during the last 30 years. In 1980, women accounted for 40 percent of full-time students enrolled at the master’s level. Women have contributed to more of the increase in full-time master’s enrolment than men during most of the last three decades, and surpassed male enrolment in 1997. Between 1999 and 2005 women’s share of master’s students held steady at about 52 percent, but by 2010, their share had risen again, almost reaching 56 percent. Gender distribution among major fields of study at the master’s level is similar to the undergraduate level. Women represent the Business, Management majority of students in all fields, except in the combined disciplines Architecture and Engineering of mathematics, computer and information sciences (36 percent); Social and Behavioural Sciences, and Law architecture, engineering and related technologies (30 percent); and in Humanities business, management and public administration (47 percent). At the Physical and Life Sciences Mathematics, Computer Sciences Health, Parks, Recreation and Fitness 14 20% | Trends in Higher Education | Volume 1. Enrolment AUCC 10% Visual and Performing Arts Agriculture, Natural Resources and Conservation FIGURE 12: Internat business, engineerin Distribution of full-t
Education FIGURE 10: Women represent the majority of students in most disciplines Female percentage of full-time enrolment (63 percent). Women also represented the majority of full-time doctoral students in the social sciences (61 percent), visual and performing arts, and communications technologies (55 percent) and humanities (52 percent). Health, Parks, Recreation and Fitness Visual and Performing Arts, and Communications Technologies Social and Behavioural Sciences, and Law Agriculture, Natural Resources and Conservation Physical and Life Sciences, and Technologies Business, Management and Public Administration Mathematics, Computer and Information Sciences Architecture, Engineering and Related Technologies AUCC Humanities 0% 10% 20% 30% 40% 50% 60% 70% 80% Undergraduates Masters Source: Statistics Canada data and AUCC estimates master’s level, women FIGURE 11: have Recruitment the highest activities have representation helped triple international in education (76 percent) and student in health, enrolment parks, numbers recreation since 1998 and fitness (76 percent). At the PhD level, the majority of full-time students continue to be 90,000 men, though women are gaining ground. In 1980, women accounted 80,000 for 30 percent 70,000 of doctoral students. The percentage of female doctoral students 60,000 grew to 46 percent by 2000, and has increased only marginally 50,000 since then. In the United States, women’s enrolment numbers surpassed 40,000 men at the doctoral level for the first time in 2008. Canada 30,000 may not be far behind. 8 Full-time enrolment 100,000 20,000 10,000 In 1992 women represented 18 percent students in mathematics, 0 computer, and 1980 information 1985 sciences 1990 and 11 1995percent 2000 of the 2005 architecture, 2010e engineering and related technologies. By 2008 women represented Total Undergraduate and other 25 percent and 21 percent of students in these programs disciplines, levels respectively. Graduate Women represented the majority of students (69 percent) enrolled in education at the doctoral level, as well as in the health disciplines Source: Statistics Canada data and AUCC estimates PhD International students – the global picture Canadian universities are becoming increasingly internationalized. Over the last 30 years, the proportion of visible minorities, international students and even faculty from other countries has grown significantly. More universities are engaging in international research collaborations; more international students are coming from a larger number of countries; and more Canadian students are taking advantage of international learning and research opportunities abroad. Between 1980 and 1995, the number of full-time international students fluctuated widely. Strong increases at the beginning and end of the 1980s were followed by periods of similarly strong declines so that enrolment in 1995 was almost the same as in 1980. But since 1995, international enrolment has grown rapidly. In 2010, there are 3.5 times more international students enrolled at Canadian universities than in 1995, or 90,000 in 2010 compared to 25,500 in 1995. An additional 13,000 international students were studying part-time in 2010. In 2010, international students represented approximately eight percent of full-time undergraduate students in Canada, approximately 18 percent of full-time master’s students and 23 percent of full-time PhD students. Greater representation of international students at the graduate level is not unique to Canada. For example, in the U.S., visa students represent about two percent of full-time undergraduate students in four-year public universities and about 23 percent of full-time graduate students. In the U.K., international students represent 55 percent of the graduate student body. Trends in Higher Education | Volume 1. Enrolment | 15
Page 1 and 2: Trends in Higher Education Volume 1
Page 3 and 4: Introduction ......................
Page 5 and 6: Introduction In 2010, there were al
Page 7 and 8: FIGURE 1: Since 1980, full-time stu
Page 9 and 10: Growth was widespread across most d
Page 11 and 12: Graduate enrolment 100,000 90,000 8
Page 16 and 17: PhD tudents 2005 Mathematics, Compu
Page 18 and 19: Based on recent trends, it is very
Page 20 and 21: Social, cultural, economic and geog
Page 22 and 23: Drivers of change 22 | Trends in Hi
Page 24 and 25: Demographic trends FIGURE 18: Shift
Page 26 and 27: 2010 2036 2034 2032 2030 2028 2010
Page 28 and 29: Source: Statistics Canada data and
Page 30 and 31: 30 | Trends in Higher Education | V
Page 32 and 33: s 2009 Manitoba wfoundland and Labr
Page 34 and 35: s TABLE 2: From 2004 to 2010, emplo
Page 36 and 37: ating more tions y iploma If Canada
Page 38 and 39: ds will grow further people expecte
Page 40 and 41: A high quality learning experience
Page 42 and 43: For example, bachelor’s graduates
Page 44 and 45: of low income ploma a 10 1995 2000
Page 46 and 47: TABLE 4: Education generates broade
Page 48 and 49: Proportion of 45-to-54 year-olds wi
Page 50 and 51: Canada $20,000 Full-time students a
Page 52 and 53: NGS NGS NGS Source: AUCC using Stat
Page 54 and 55: other students, and participating i
Page 56 and 57: Enrolment growth scenarios The prec
Page 58 and 59: 400,000 200,000 However, with the s
Page 60 and 61: the majority of youth from completi
Page 62 and 63: to the American Council on Educatio
Page 64 and 65:
Belgium Israel Germany Estonia Aust
Page 66 and 67:
List of figures Figure 1: Since 198
Page 68 and 69:
References All data not referenced
Page 70:
of the system to meet the needs of
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