This research paper presents results from the second stage of a sequential mixed-methods study exploring the impact of undergraduate curriculum on lifelong learning orientations in the context of varying alumni career trajectories. Lifelong learning mindsets and skillsets are essential for graduates of engineering programs as they grapple with an array of sociotechnical challenges and unpredictable career paths. Previously, we used interview findings, in combination with a literature review, to develop a conceptual framework and alumni survey that address several related constructs: career trajectories, workplace learning orientations and undergraduate learning orientations, curricular and extra-curricular experiences and perceptions, and pre-university characteristics. The survey was designed to address the following descriptive and explanatory research questions within the larger study: RQ1) How can we characterize individuals' lifelong learning motivations and strategies before university, during university, and in their current workplace context? RQ2) What changes in lifelong learning orientations can we observe between these time-periods? RQ3) What influences do curricular experience factors have on lifelong learning orientations? We recruited alumni who graduated between 1991 and 2020 from two engineering departments at our institution to participate in the survey and received 279 complete responses. We found significant differences in lifelong learning motivations between the undergraduate and workplace stages (increases in the importance of one's interest in the context or activities and in achieving success; a decrease in the influence of avoiding failure). We also found correlations between undergraduate and workplace learning approaches in terms of tendencies towards memorizing information, understanding through making connections, or taking more proactive approaches. © American Society for Engineering Education, 2023.
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