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<p>Information on the destinations of students 6 months after leaving UK higher education
is collected and published by the Higher Education Statistics Agency (HESA) as part
of the Destination of Leavers from Higher Education (DLHE) survey.</p><p>Latest statistics
were published in June 2018 for students leaving their courses in the 2016/17 academic
year, and are available at the following link:</p><p><a href="https://www.hesa.ac.uk/news/28-06-2018/sfr250-higher-education-leaver-statistics"
target="_blank">https://www.hesa.ac.uk/news/28-06-2018/sfr250-higher-education-leaver-statistics</a>.</p><p>As
part of the DLHE survey, HESA records the Standard Occupation Classification category
of those respondents who were in employment. Of the UK and EU-domiciled leavers from
undergraduate courses in engineering who responded to the survey, and were in employment
6 months after graduating, 49.8% were estimated to be employed in roles categorised
as ‘engineering professionals’.</p><p>The share of engineering leavers employed as
‘engineering professionals’ varies across engineering subjects. For that reason, a
more detailed subject breakdown has been provided in the table.</p><p> </p><p><strong>Share
of engineering leavers<sup>1</sup> in engineering occupations<sup>2</sup> six months
after graduation</strong></p><p><strong>UK higher education institutions</strong></p><p><strong>2016/17
leavers </strong></p><p> </p><table><tbody><tr><td><p><strong>Engineering subject
</strong></p></td><td><p><strong>Count<sup>3</sup> of survey respondents in employment</strong></p></td><td><p><strong>Share
of survey respondents employed as ‘engineering professionals’</strong></p></td></tr><tr><td><p>General
engineering</p></td><td><p>1,220</p></td><td><p>45.8%</p></td></tr><tr><td><p>Civil
engineering</p></td><td><p>1,860</p></td><td><p>68.0%</p></td></tr><tr><td><p>Mechanical
engineering</p></td><td><p>3,520</p></td><td><p>57.1%</p></td></tr><tr><td><p>Aerospace
engineering</p></td><td><p>950</p></td><td><p>34.8%</p></td></tr><tr><td><p>Naval
architecture</p></td><td><p>40</p></td><td><p>58.5%</p></td></tr><tr><td><p>Electronic
& electrical engineering</p></td><td><p>2,475</p></td><td><p>39.3%</p></td></tr><tr><td><p>Production
& manufacturing engineering</p></td><td><p>445</p></td><td><p>39.9%</p></td></tr><tr><td><p>Chemical,
process & energy engineering</p></td><td><p>885</p></td><td><p>38.3%</p></td></tr><tr><td><p>Others
in engineering</p></td><td><p>45</p></td><td><p>37.4%</p></td></tr><tr><td><p><strong>Total
Engineering</strong></p></td><td><p><strong>11,450</strong></p></td><td><p><strong>49.8%</strong></p></td></tr></tbody></table><p>
</p><p>Source: DfE Analysis of the Higher Education Statistics Agency (HESA) Destinations
of Leavers from Higher Education (DLHE) survey</p><p>1. Graduates in engineering-based
subjects have been defined using the principal categories H1 to H9 of the Joint Academic
Coding System (JACS). More information on JACS codes can be found at the following
link: <a href="https://www.hesa.ac.uk/support/documentation/jacs" target="_blank">https://www.hesa.ac.uk/support/documentation/jacs</a>.</p><p>2.
Graduates categorised as being in Standard Occupational Classification (SOC) group
212 are considered to be in the ‘Engineering Professionals’ category. More information
on SOC DLHE codes can be found at the following link: <a href="https://www.hesa.ac.uk/support/documentation/occupational/soc2010"
target="_blank">https://www.hesa.ac.uk/support/documentation/occupational/soc2010</a>.</p><p>3.
Counts are on the basis of full-person-equivalents. Where a student is studying more
than one subject, they are apportioned between the subjects that make up their course.</p><p>4.
Figures are rounded to the nearest 5<em>. </em></p><p> </p><p> </p><p>Statistics about
students leaving courses in the 2017/18 academic year will be published from HESA’s
new Graduate Outcomes survey in April 2020. A key difference with this new survey
is that employment activities will be measured 15 months after graduation, rather
than after 6 months.</p><p> </p>
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