2016 Canadian Engineers for Tomorrow

Trends in Engineering Enrolment and Degrees Awarded 2012-2016

Message from the Chief Executive Officer

Engineers Canada is pleased to publish this year’s enrolment and degrees awarded report summarizing trends in post-secondary engineering education in Canada. This document comprises information on all academic terms from the calendar years 2012 through 2016.

Canadian post-secondary institutions continue to report a strong growth in the number of students pursuing engineering degrees. Undergraduate enrolment increased a total of 21.3 per cent from 2012 and 3.0 per cent from 2015, reaching 84,406 students in 2016. It is encouraging to see that every engineering discipline displayed higher undergraduate enrolment numbers in 2016 than in 2012, and that post-graduate enrolment also continues to grow, reaching a total of 23,489 students.

We are excited to report that the proportion of female students enrolled in undergraduate and master’s engineering programs established new records, reaching 20.7 per cent and 25.3 per cent of total enrolment, respectively. We hope that this achievement will motivate engineering education and the engineering profession to break new records in the years to come.

Canadian engineering programs remain a popular choice for international students. In 2016, the number of undergraduate international students reached 13,662 or 16.2 per cent of the total.

For the second consecutive year, Engineers Canada collected data regarding Indigenous students’ enrolment and degrees awarded. Similar to the female population in engineering programs, Indigenous peoples are greatly underrepresented, as approximately one per cent of reported undergraduate students identify as Indigenous peoples. This is much less than the 4.9 per cent of Canadians who identify as Indigenous peoples (Statistics Canada 2017).

Engineers Canada will continue to track this information in the coming years to identify trends and to further encourage enrolment and achievement in post-secondary engineering programs that reflect Canada’s diversity.

Acknowledgements

Engineers Canada gratefully acknowledges the contribution of data and information from the deans and associate deans of the engineering and applied science faculties at Canadian higher education institutions. Cover Image Credit: University of Ottawa. Report By: Vinicius Rossi

Introduction

The Engineering Enrolment and Degrees Awarded Report is an annual examination of Canada's undergraduate and postgraduate engineering programs that evaluates trends in part- and full-time student enrolment and degrees awarded over a five-year period. In 2016, 49 universities provided information on their enrolment, programs, and degrees awarded.

The results highlight enrolment trends by discipline and institution, as well as the number of undergraduate and postgraduate degrees awarded each year. These results reveal trends specific to discipline, education, and gender, as well as the number of engineering graduates available to enter the labour market, international students’ participation in Canadian engineering education, and students studying in co-op programs. Enrolment trends in undergraduate, master’s, and doctoral levels are compared, along with men and women studying and graduating from engineering programs. For the second year, data regarding Indigenous peoples’ enrolment and graduation from engineering programs are presented in this report. Engineers Canada plans to continue this data collection in coming years to be able to identify emerging trends.

Data is provided by higher education institutions to Engineers Canada. Engineers Canada compiles the information in this report. Findings are then shared with Engineers Canada’s stakeholders and with the public. Engineers Canada greatly appreciates the contribution of these higher education institutions.

Undergraduate students

Total undergraduate student enrolment

Undergraduate student enrolment in accredited engineering programs continues to grow, reaching 84,446 students in 2016; an increase of 3.0 per cent from 2015 and 21.3 per cent from 2012.

Chart 1.1 indicates that when engineering programs seeking accreditation—but not yet accredited —are included in the sum, the total undergraduate enrolment rises to 85,703 students, reflecting an increase of 3.3 per cent from 2015 and 21.1 per cent from 2012.

Total undergraduate student enrolment by discipline

Once again this year, the most popular undergraduate engineering disciplines were mechanical engineering, civil engineering, and electrical engineering, representing 22.4 per cent, 14.7 per cent and 13.9 per cent of total undergraduate enrolment respectively. On the other hand, the fields that accounted for the smallest proportion of undergraduate enrolment in 2016 were mining or mineral engineering (1.5 per cent), materials or metallurgical engineering (1.1 per cent), and geological engineering (0.9 per cent).

Engineering physics (15.3 per cent), software engineering (14.4 per cent), and computer engineering (13.1 per cent) presented the highest growth rate over last year. Likewise, the disciplines that experienced the largest cumulative growth from 2012 were software engineering (83.0 per cent), biosystems engineering (67.0 per cent), and computer engineering (55.5 per cent).

Conversely, mining or mineral engineering (11.8 per cent), materials or metallurgical engineering (5.3 per cent), and geological engineering (4.2 per cent) had the greatest rate of decline since last year. Despite this reduction from the previous year, it is important to note that all engineering fields displayed greater enrolment numbers than in 2012, suggesting that the observed rates of decline over the last year were not trends observed over the past five years.

Total undergraduate student enrolment by province

While the University of Prince Edward Island is the only university with engineering programs in the province, it did not provide any data to Engineers Canada. Therefore, the province of Prince Edward Island is not accounted for in this report.

The highest proportion of undergraduate enrolment continues to belong to Ontario and Quebec. In 2016, these provinces accounted for 45.0 per cent and 25.6 per cent of total enrolment, respectively. Furthermore, Chart 1.3 indicates that Nova Scotia and Ontario underwent the largest percentage increase in enrolment since last year, with growths of 8.0 per cent and 4.4 per cent, respectively. 

Likewise, the highest cumulative enrolment growths from 2012 were seen in Ontario (31.4 per cent) and Saskatchewan (31.0 per cent). During this time, there was a total of 20 newly accredited programs in Canada, including 12 in Ontario and one in Saskatchewan, which contributed to this growth.

By contrast, British Columbia was the only province to experience a decrease in the number of undergraduate students enrolled in engineering programs from 2015 (-2.1 per cent), while New Brunswick and British Columbia were the only provinces to experience a cumulative decrease from 2012, revealing a reduction of 13.0 per cent and 8.3 per cent, respectively. Program closure did not contribute to the decrease in enrolment as there were no engineering programs that were discontinued during that time period in these two provinces.

Chart 1.3 displays the average rate of change in undergraduate enrolment by provinces for the periods of 2015-2016 and 2012-2016.

Total undergraduate degrees awarded

The number of undergraduate degrees awarded increased by 2.4 per cent from the previous year, totalling 14,905 in 2016. This characterizes a slower growth rate when compared to the average annual increase of 4.1 per cent for the period of 2012 to 2016. Cumulatively, the number of degrees awarded has increased 20.4 per cent from 2012.

Chart 1.4 shows the trends in degrees awarded for the period of 2012 to 2016.

Chart 1.5 shows that Manitoba, New Brunswick, and Nova Scotia witnessed the highest increase in undergraduate degrees awarded from 2015, with growths of 17.0 per cent, 10.7 per cent, and 8.8 per cent, respectively. Conversely, British Columbia and Saskatchewan were the only provinces to see decreases, with the number of degrees awarded decreasing by 3.2 per cent and 12.4 per cent, respectively. Moreover, while Nova Scotia experienced a decrease of 12.8 per cent in degrees awarded from 2012, every other province observed an increase of at least 13 per cent, except for Saskatchewan, which produced a constant number of degrees awarded for the period.

In keeping with the trends in undergraduate enrolment, the mechanical engineering, civil engineering, and electrical engineering programs awarded the greatest number of degrees, representing 25.4 per cent, 18.5 per cent, and 16.3 per cent of total degrees awarded, respectively. Furthermore, biosystems engineering exhibited the largest growth in degrees awarded from 2015, with an increase of 18.1 per cent, as well as from 2012, with a cumulative increase of 82.6 per cent. This growth is partially explained by the fact that six out of the 20 newly accredited programs in the past five years were biosystems programs, demonstrating that its demand has been increasing significantly in the past few years.

Even though four engineering disciplines experienced a decrease in the total number of degrees awarded from 2015, every discipline has awarded more degrees in 2016 than in 2012, with chemical engineering displaying the slowest rate of growth (5.6%).

Chart 1.6 indicates the average rate of growth of undergraduate degrees awarded by discipline for the periods of 2012 to 2016 and 2015 to 2016.

Graduate students

Total graduate student enrolment

Graduate student enrolment increased by 1.7 per cent from 2015, totalling 23,489 students in 2016. This is a considerably slower growth rate when compared to a 2.5 per cent annual average over the past five years. Cumulatively, graduate student enrolment has increased 10.1 per cent since 2012.

Chart 1.7 displays the trends in full-time equivalent graduate student enrolment from 2012 to 2016.

The province that displayed the highest growth in master’s enrolment over the previous year was Newfoundland and Labrador (19.7 per cent), while the one that displayed the highest cumulative growth since 2012 was Saskatchewan (32.5 per cent). The largest decrease from 2015 was observed in British Columbia (-18.2 per cent), while the largest decrease from 2012 was seen in New Brunswick (-22.8 per cent).

Similarly, the highest growth in doctoral enrolment from both 2012 and 2015 happened in Newfoundland and Labrador (113 and 29 per cent respectively), while the largest decreases were seen in Saskatchewan (from 2015; 29.7 per cent) and New Brunswick (from 2012; 18.4 per cent).

Charts 1.8 and 1.9 display the average rate of growth in graduate enrolment by province.

Total post-graduate degrees awarded

A total of 6,539 master’s and 1,546 doctoral degrees were awarded in 2016 for a combined sum of 8,085 post-graduate degrees awarded. This corresponds to a growth of 4.6 per cent in master’s degrees and of 8.8 per cent in doctoral degrees awarded when compared to 2015. This number has increased by 26.7 per cent from 2012, with a 5.4 per cent growth from 2015, representing a much greater growth in degrees awarded than the growth in post-graduate enrolment.

Chart 1.10 showcases the trends in post-graduate degrees awarded for the period of 2012 to 2016.

New Brunswick displayed the fastest growth in number of post-graduate degrees awarded since 2015 (85.7 per cent), while Nova Scotia displayed the largest decrease (-55.8 per cent).

Chart 1.11 indicates the average growth in master’s degrees awarded by province for the periods of 2012 to 2016 and 2015 to 2016, while Chart 1.12 indicates the same trends for doctorate degrees.

Total female undergraduate enrolment

For the first time since 2001, female undergraduate enrolment broke the 20 per cent barrier in 2016, with a 0.8 percentage point increase from 19.9 per cent to 20.7 per cent. This corresponds to the highest proportion of females enrolled in engineering ever registered by Engineers Canada, above the previously established record of 20.6 per cent in 2001. Female undergraduate enrolment has increased from 16,340 students in 2015 to 17,481 students in 2016, a 7.0 per cent increase.

Chart 2.1 indicates the trends in female undergraduate enrolment from 1991 to 2016.

Female undergraduate enrolment by discipline

The disciplines that presented the highest percentages of female undergraduate enrolment in 2016 were biosystems engineering, environmental engineering, and geological engineering with 47.5 per cent, 36.5 per cent, and 25.1 per cent of total enrolment, respectively. Although these programs account for 9.8 per cent of total female enrolment, they only accounted for 4.7 per cent of the total enrolment in engineering programs. Similarly, four out of the five programs with the highest percentage of female enrolment were also four out of the five programs with the lowest proportion of overall enrolment in engineering (refer to Chart 2.3).

The disciplines with the lowest percentages of female undergraduate enrolment were electrical (14.3 per cent), computer (13.7 per cent), software (13.2 per cent), and mechanical engineering (12.9 per cent). When combined, these four programs accounted for 48.8 per cent of the total number of students enrolled in engineering (Chart 2.3), while accounting for only 31.3 per cent of female enrolment.

Furthermore, the disciplines that presented the highest growth in the proportion of females were materials/metallurgical engineering and biosystems engineering, which went from 27.1 per cent and 44.9 per cent in 2015 to 30.5 per cent and 47.5 per cent in 2016 respectively.

Chart 2.2 showcases the percentage of female enrolment by discipline in 2016.

Chart 2.3 indicates the average growth in the proportion of females relative to overall enrolment by discipline for the periods of 2012 to 2016 and 2015 to 2016.

Female undergraduate enrolment by province

For the fourth year in a row, Newfoundland and Labrador had the highest percentage of female undergraduates (26.9 per cent), increasing from 26.1 per cent in 2015 and 21.9 per cent in 2012. Conversely, Saskatchewan displayed the lowest percentage of female enrolment in 2016, with only 18.6 per cent in the undergraduate engineering student population; a decrease from 18.8 per cent reported in 2015 and 19.3 per cent in 2012. Except for Saskatchewan (-1.1 per cent) and New Brunswick (-15.4 per cent), every province has experienced an increase in the proportion of female undergraduate enrolment since the previous year.

Chart 2.4 indicates the percentage of female undergraduate enrolment by province in 2016, while Chart 2.5 shows the average growth of female enrolment by province in the periods of 2012 to 2016 and 2015 to 2016.

Female undergraduate degrees awarded

Out of the 14,905 engineering degrees awarded in 2016, 2,882 were awarded to females, accounting for 19.3 per cent of the sampled population. This indicates an increase of 0.5 per cent when compared to the 2,740 degrees awarded to females in the previous year. Furthermore, this proportion is not suggestive of any significant gender differences in completion rates when compared to the 18.7 per cent average proportion of females in undergraduate enrolment over the past five years.

Chart 2.6 showcases the trends in the proportion of undergraduate degrees awarded to females.

The province with the highest proportion of female undergraduate degrees awarded was Alberta (21.2 per cent), followed by Ontario (20.2 per cent), and Saskatchewan (20.0 per cent). Moreover, Ontario had the greatest increase in the proportion of female undergraduate degrees awarded when compared to 2015, with a growth of 2.6 percentage points overall.

Chart 2.7 indicates the percentage of undergraduate degrees awarded to females by province in 2016.

Although biosystems engineering contains the highest percentage of undergraduate degrees awarded to females, this proportion has fallen from 50.0 per cent in 2012 to 41.4 per cent in 2016. Furthermore, the disciplines that had the highest growth over the previous year in the proportion of female undergraduate degrees awarded were that of other engineering programs (6.2 per cent)— which includes a wide variety of programs (see Appendix C)—and materials/metallurgical engineering (4.9 per cent). Likewise, the categories that presented the highest growth from 2012 were that of other engineering programs (9.5 per cent) and industrial/manufacturing engineering (3.8 per cent).

The proportion of female undergraduate degrees awarded   should experience a consistent growth in the coming years in certain disciplines due to the cumulative increase in the proportion of female undergraduate enrolment in those disciplines, as illustrated in Chart 2.3. This should be especially reflected in the disciplines of computer engineering, software engineering, and materials/metallurgical engineering.

Chart 2.8 shows the number of undergraduate degrees awarded by gender and discipline.

Female graduate student enrolment

The proportion of female enrolment in engineering master’s programs continues to grow, reaching 25.3 per cent in 2016. This is the first time that female enrolment was greater than 25 per cent.

The proportion of female enrolment in doctoral degrees has grown from 23.2 per cent in 2015 to 23.7 per cent in 2016. Although this proportion is still lower than the one achieved in 2013 (23.9 per cent), it represents the first time it has grown since then.

Charts 2.9 and 2.10 indicate the trends in the proportion of female students enrolled in post-graduate degrees from 2012 to 2016.

Chart 2.11 indicates the proportion of female enrolment in post graduate degrees by province. The highest proportion of master’s enrolment in 2016 was seen in Alberta, while the highest proportion of doctoral enrolment came from Saskatchewan.

Female post-graduate degrees awarded

The number of post-graduate degrees awarded to females continues to grow, reaching 1,665 master degrees and 366 doctoral degrees in 2016. This represents an increase of 8.5 per cent in the number of master’s degrees awarded and a 16.6 per cent increase in the number of doctoral degrees awarded. The proportion of master’s degrees awarded to females has also grown from 24.5 per cent in 2015 to 25.5 per cent in 2016, while the proportion of doctoral degrees awarded to females went from 22.1 per cent in 2015 to 23.7 per cent in 2016.

Charts 2.12 and 2.13 indicate the number and proportion of post-graduate degrees awarded to females in the period of 2012 to 2016.

In 2016, the province with the largest percentage of master’s degrees awarded to females was Alberta, at 34.2 per cent, while Nova Scotia had the greatest percentage of females receiving doctoral degrees, at 46.2 per cent. Conversely, New Brunswick had the smallest percentage of master’s degrees awarded to females (16.7 per cent), while Manitoba displayed the smallest proportion of females who received doctoral degrees (11.5 per cent).

Chart 2.14 demonstrates the proportion of master’s and doctoral degrees awarded to females by province in 2016.

Visa student enrolment and degrees awarded

Visa undergraduate enrolment

There were 13,662 international students enrolled in undergraduate engineering programs in 2016, accounting for 16.2 per cent of total enrolment. This indicates a growth of 5.3 per cent over the previous year, when the number of international students was 12,970 and corresponded to 15.8 per cent of total undergraduate enrolment.

Chart 3.1 shows the undergraduate enrolment of visa students for the period of 2012 to 2016.

Visa undergraduate enrolment by discipline

Materials/metallurgical engineering and industrial or manufacturing engineering had the highest proportion of visa students at 27.9 per cent and 24.0 per cent, respectively. Conversely, the programs that displayed the lowest proportion of visa students were biosystems engineering (10.1 per cent) and software engineering (12.0 per cent).

Chart 3.2 showcases the proportion of full-time equivalent undergraduate visa student enrollment by discipline in 2016.

Visa undergraduate enrolment by province

Out of the 13,662 international students enrolled in undergraduate engineering programs in Canada in 2016, 42.8 per cent of international students (5,843) studied in Ontario and 23.9 per cent (3,265) studied in Quebec. However, Nova Scotia (674 students at 29.8 per cent) and Saskatchewan (604 students at 21.7 per cent) displayed the highest proportion of international students enrolled. The largest growth in international student enrolment over the previous year was found in Ontario (0.9 per cent) and Nova Scotia (0.8 per cent).

Chart 3.3 shows the proportion of visa enrolment and the number of visa students by province in 2016.

Visa undergraduate degrees awarded

In 2016, 1,904 of the 14,905 undergraduate degrees awarded were granted to visa students, representing 12.8 per cent overall. This indicates a growth of 0.3 percentage points in the number of degrees awarded to visa students from 2015.

Furthermore, a steady growth rate can be observed from 2012, when the proportion of undergraduate degrees awarded to visa students represented 10.1 per cent of the overall number.

Chart 3.4 displays the trends of degrees awarded to international students for the period of 2012 to 2016.

Visa graduate student enrolment

Visa student enrolment in master’s degrees continues to represent more than half of the master’s student population. The enrolment of international students in master’s programs has been growing at a faster pace than total enrolment, reaching 7,965 students in 2016 (a 41.8 per cent increase from 2012) and representing 59.1 per cent of the master’s student population in 2016. This indicates a significant growth since 2012, when visa students represented 47.8 per cent of total enrolment in master’s programs.

Furthermore, visa graduate student enrolment in doctoral degrees also presents a fast rate of growth, although much slower than enrolment of visa students in master’s degrees. In 2016, the number of international students enrolled in doctoral degrees reached 5,359, accounting for 58.6 per cent of total doctoral enrolment. This represented a 29.5 per cent increase from 2012, when international students accounted for 48.8 per cent of total enrolment.

Charts 3.5 and 3.6 showcase the trends in the graduate enrolment of full-time equivalent visa students from 2012 to 2016.

Newfoundland and Labrador had the highest proportion of visa students enrolled in master’s programs in 2016, at 82.7 per cent of total master’s enrolment. On the other hand, New Brunswick displayed the lowest proportion of visa student enrolment in master’s programs at 35.3 per cent.

Meanwhile, Alberta had the largest proportion of visa students enrolled in doctoral programs, where they accounted for 70.4 percent of total enrolment. Nova Scotia had the lowest proportion of visa student enrolment in doctoral programs at 46.6 per cent.

Chart 3.7 shows the fraction of full-time equivalent graduate enrolment of visa students by province in 2016.

Visa post-graduate degrees awarded

The number of master’s degrees awarded to visa students continues to grow, totalling 3,909 degrees in 2016. This represented an increase of 13.7 per cent over the previous year and 73.2 per cent from 2012. Similarly, the number of doctoral degrees awarded to visa students has grown by 18.0 per cent since 2015 and 130.1 per cent since 2012, totalling 642 degrees in 2016.

The overall proportion of post-graduate degrees awarded to visa students has grown to 59.8 per cent of all master’s degrees and 41.5 per cent of all doctoral degrees in 2016. This represents a large growth from 2012, when the proportion of master’s degrees was 43.2 per cent and that of doctoral degrees was 24.0 per cent.

Chart 3.8 and Chart 3.9 display the trends in post-graduate degrees awarded to visa students in the period from 2012 to 2016.

In 2016, Newfoundland and Labrador, Saskatchewan, and Nova Scotia had the greatest proportion of master’s degrees awarded to visa students (83.6 per cent, 77.1 per cent, and 72.2 per cent, respectively).

New Brunswick, British Columbia, and Quebec awarded the greatest proportion of their doctoral degrees to visa students, where they accounted for 54.5 per cent, 49.6 per cent, and 48.9 per cent, respectively.

Chart 3.10 displays the proportion of post-graduate degrees awarded to visa students by province in 2016.

Indigenous peoples’ enrolment and degrees awarded

Out of the 31 post-secondary institutions that responded to this survey about Indigenous peoples, only 25 institutions were able to provide information on Indigenous peoples’ undergraduate enrolment, and only 23 were able to provide information on undergraduate degrees awarded. These 25 institutions represent 56.9 per cent of undergraduate students enrolled in engineering programs, while the 23 post-secondary institutions represent 42.9 per cent of undergraduate degrees awarded. Furthermore, only 18 institutions were able to present data on post-graduate enrolment, with 17 of them presenting data on post-graduate degrees awarded. These 18 institutions represent 47.4 per cent of post-graduate students in Canada, whereas the 17 post-secondary institutions represent 20.6 per cent of post-graduate degrees awarded. As the reported numbers are of small magnitude, the data on Indigenous student enrolment is presented in a cumulative form to assure anonymity. While not all institutions are able to report the Indigenous identity of their students, Engineers Canada believes this data allows the engineering community to pursue conversations on increasing the representation of Indigenous peoples in engineering. Even if we cannot currently achieve a comprehensive and true representation of Indigenous peoples’ enrolment and degrees awarded, this provides us an important starting point.

While Indigenous peoples make up more than 4.9 per cent of the Canadian Population (Statistics Canada 2017), they only account for 1.2 per cent of total undergraduate enrolment and only 1.2 per cent of undergraduate degrees were presented to Indigenous peoples. Graduate student enrolment demonstrated lower enrolment of Indigenous peoples, at 0.4 per cent of total enrolment, while graduate degrees awarded represented 0.7 per cent of surveyed universities.

Chart 4.1 indicates the percentage of enrolment and degrees awarded to indigenous peoples, as well as the number of Indigenous students and total students considered for the calculations.

Faculty members

There were a total of 4,381 full-time equivalent faculty members in 2016, with 14.9 per cent of these being women.

While the number of professors has grown significantly in the past five years, going from 1,783 in 2012 to 1,991 in 2016 (11.7 per cent increase), the number of associate professors decreased from 1,215 to 1,141 (6.1 per cent decrease). Furthermore, the number of assistant professors, instructors and lecturers has remained relatively constant for the past five years.

Chart 5.1 indicates the trends on the number of faculty members by position in the period of 2012 to 2016.

The percentage of female faculty members has increased from 13.4 per cent in 2012 and 14.6 per cent in 2015 to 14.9 per cent in 2016. The faculty position with the highest percentage of females was that of assistant professor (22.8 per cent), whereas the position with the lowest percentage was that of professor (10.1 per cent).

Chart 5.2 shows the number of faculty members in 2016 by position and gender, while Chart 5.3 indicates the percentage of female faculty members for the period of 2006 to 2016.

As the number of female faculty members remains a small proportion of all faculties, Engineers Canada advises readers to use caution when drawing conclusions from the year-to-year variation. Small inaccuracies in the reported data as well as changes in programming will affect the percentage presented in Chart 5.3

Appendix A

Data tabulations – engineering enrolment and degrees awarded

Data found in the following tables can also be downloaded in Excel format.

Undergraduate Enrolment (U)

• U.1. National
• U.2. Provincial
• U.3. Institutional

Undergraduate Degrees Awarded (UD)

• U.1. National
• U.2. Provincial
• U.3. Institutional

Post-graduate Student Enrolment (G)

• U.1. National
• U.2. Provincial
• U.3. Institutional

Post-graduate Degrees Awarded (GD)

• U.1. National
• U.2. Provincial
• U.3. Institutional

Faculty Members by institution (F)

• F.1. Faculty Composition

Co-op, Internship, and Professional Experience Programs (C)

• C.1. Industry Experience Options by Institutions

For 2007 and onwards, data are based on the average number of students enrolled over the fall, winter and summer terms. 

Name of the school and the abbreviated name

In the Appendix section of this report, all university names, where appropriate, have been abbreviated. The chart shown below lists the complete name of the school and the abbreviated name that is used.

Undergraduate Enrolment (U)