Student demographics, pathways, and outcomes in industrial engineering

Industrial Engineering (IE) is known for its high participation of women and welcoming culture. This multi-institution longitudinal study of student demographics and educational outcomes in IE affords more detailed insights into disciplinary dynamics by describing the demographics, trajectories, and outcomes of IE students into, out of, and through nine IE programs. This research presents a quantitative perspective of IE student pathways and outcomes disaggregated by race/ethnicity and gender. The study includes 10,994 IE first-Time-in-college and transfer students in the USA. Framed using Astin's college impact model, student pathways vary by gender and race/ethnicity and are both an outcome of the environment and an important factor influencing the environment. The outcomes for all populations in IE are notably positive compared to other disciplines. Hispanic and Black engineering students chose IE at higher rates than Asian and White students, resulting in more racial/ethnic diversity than the engineering aggregate. Within each race/ethnicity, women in engineering chose IE at higher rates than men. Hispanic men and women achieved the highest graduation rates. Black, White, and Hispanic women in IE all graduated at higher rates than their male counterparts. More students of all groups except Black men switched or transferred into IE than left. This study complements prior qualitative work leading to a deeper understanding of IE, which is noted as attracting and retaining a diverse student population. Detailed descriptions of IE student pathways and educational outcomes can also guide other disciplines that seek to improve diversity and student success. © 2017 TEMPUS Publications.