How are do you create an inclusive engineering graduate pipeline?

Journal article


Nortcliffe, A. 2022. How are do you create an inclusive engineering graduate pipeline? Precision. June (24), pp. 8-11.
AuthorsNortcliffe, A.
Abstract

UK is industry is facing 173,000 STEM skills shortfall1, increasingly these roles demand higher and degree skills to support industry 4/52, typically in 2020 approximately 117,000 STEM students graduated3. However, the challenge is further up the STEM pipeline, students in UK are limited by geography access to prerequisite STEM education4, for example school students in the West of South Yorkshire have access to STEM A’level education oppose to those in East of South Yorkshire.

Only 14% Black Asian Minority Ethnic (BMAE) students secured graduate employment, compared to over 70% their white counterparts5. Placement attainment gap is similar between BAME and White engineering students. BAME and female graduates are typically employed in non-engineering roles, as well female engineers are paid less than their male peers. Only a third of employers had taken have taken positive action to address inclusiveness.

In conclusion, that in the UK everyone on the STEM pipeline, figure 1, need to take ownership to address the inclusive and diversity leaks:
• Schools ensuring students have access to the right STEM education, and advice.
• Higher Education (HE) needs to support Schools to ensure an inclusive and diverse STEM pipeline into HE
• HE needs to recruit, nurture and retain students to graduation into industry.
• Industry needs to reflect on how inclusive are their recruitment processes
• Industry evaluate the day to day operations and practices support inclusive and diverse workforce.

KeywordsSTEM pipeline ; Inclusive engineering; Engineering recruitment; STEM education
Year2022
JournalPrecision
Journal citationJune (24), pp. 8-11
PublisherInstitute of Measurement and Control
Related URLhttps://www.instmc.org/_userfiles/pages/files/publications/instmc_precision_magazine_issue_no24_june_2022.pdf
FunderSouth East Local Enterprise Partnership (SELEP)
Publication dates
PrintJun 2022
Publication process dates
Deposited30 Jun 2022
Accepted author manuscript
License
Output statusPublished
References

1. IET, 2021, Addressing the STEM skills shortage challenge, The Institution of Engineering and Technology, 11 June 2021, [on-line at] https://www.theiet.org/media/8186/addressing-the-stem-skill-s-shorta...
2. Abdullah, Q.A., Humaidi, N. and Shahrom, M., 2020. Industry revolution 4.0: the readiness of graduates of higher education institutions for fulfilling job demands. Romanian Journal of Information Technology and Automatic Control, 30(2), pp.15-26.
3. Office for Students, 2022, A geography of English higher education, Office for Students, 22 February 2022 [on-line at] https://www.officeforstudents.org.uk/data-and-analysis/a-geography-o...
4. Nortciffe, A. Barley R., & Stallard, J., 2019 How accessible is the STEM post 16 education provision in UK, and what are implications for HE Computing and Engineering programmes’ pipeline?, Advance HE STEM Conference 2019, Birmingham, UK, [on-line at] http://prezi.com/oklvhtjioz6p/?utm_campaign=share&utm_medium=cop...
5. RAEng (2014) Employment outcomes of engineering graduates: key factors and diversity characteristics, Royal Academy of Engineers, [on-line at] https://www.raeng.org.uk/publications/reports/employment-outcomes-of...
6. Nortcliffe, A.L., Parveen, S. and Pink-Keech, C., (2019). Statistically, does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017. Journal of applied research in higher education.
7. Engineering UK (2019) Key facts & figures Highlights from the 2019 update to the Engineering UK report, Engineering UK, [on-line at] https://www.engineeringuk.com/media/156198/key-facts-figures-2019-fi...
8. IET (2021) IET skills and demand in industry 2021 survey, The Institution of Engineering and Technology, 16 December 2021, [on-line at] https://www.theiet.org/media/9234/2021-skills-survey.pdf
9. Curnock Cook, M. (2017) Former CEO of UCAS: Engineering Professors’ Council Recruitment & Admissions Forum Presentation, Engineering Professors’ Council Recruitment & Admissions Forum, Manchester Metropolitan University
10. Siani, A. and Dacin, C., 2018. An Evaluation of Gender Bias and Pupils' Attitude towards STEM Disciplines in the Transition between Compulsory and Voluntary Schooling. New Directions in the Teaching of Physical Sciences, 13(1), p.n1.
11. Archer, L., Moote, J., Macleod, E., Francis, B. and DeWitt, J., 2020. ASPIRES 2: Young people's science and career aspirations, age 10–19.
12. Van Lancker, W. and Parolin, Z., 2020. COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), pp.e243-e244.
13. Nortcliffe, A., 2021, Making a STEM difference, Expert Comment Blog, Canterbury Christ Church University, 7th Feb 2022, [on-line at] https://www.bing.com/search?q=STEM+Outreach+nortcliffe&cvid=8cde...
14. Deschamps-Sonsino, A., 2020. People and Knowledge. In Creating a Culture of Innovation (pp. 31-55). Apress, Berkeley, CA.
15. Gaucher, D., Friesen, J. and Kay, A.C., 2011. Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of personality and social psychology, 101(1), p.109.
16. Williams, L.S., 2009. Doing culture with girls like me: Why trying on gender and intersectionality matters. Sociology Compass, 3(2), pp.217-233.
17. Borgerson, J.L. and Schroeder, J.E., 2005. Identity in marketing communications: an ethics of visual representation. Marketing communication: New approaches, technologies, and styles, pp.256-277.
18. van Mens-Verhulst, J., Woertman, L. and Radtke, L., 2015. Faculty women as models for women students: how context matters. Studies in Higher Education, 40(7), pp.1164-1178.
19. Oputa, O. and Cross, I., 2021. Be SMART: A BAME staff-student partnership to enhance graduate employability. The Journal of Educational Innovation, Partnership and Change, 7(1).
20. Russell, J.A., Brock, S. and Rudisill, M.E., 2019. Recognizing the impact of bias in faculty recruitment, retention, and advancement processes. Kinesiology Review, 8(4), pp.291-295.
21. Ritter, B.M., Bynum, A., Gumpertz, M. and Butler, T.L., 2021. An instructional exercise in gender bias. Journal of Accounting Education, 54, p.100710.
22. Robertson, J., 2018. Gender balancing staff recruitment: interviewing. In EqualBITE (pp. 104-107). Brill.
23. Heylighen, A., Van der Linden, V. and Van Steenwinkel, I., 2017. Ten questions concerning inclusive design of the built environment. Building and environment, 114, pp.507-517.
24. Ware, J.E., 1986. The Kitemark–its history and benefits. International Journal of Technology Management, 1(3-4), pp.491-497.
25. Peters, J, 2017 A bold step forward in women’s PPE, The Woman Engineer, Autumn 2017 19(16), pp 3
26. Raja-Yusof, R.J., Bakar, A.B.A. and Salim, S.S., 2018. Designing Spaces for Active Learning in Teaching Software Engineering Courses.
27. Latulipe, C., MacNeil, S. and Thompson, B., 2018, October. Evolving a data structures class toward inclusive success. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
28. Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D. R., & Edström, K., 2014. The CDIO approach. In Rethinking engineering education (pp. 11-45). Springer, Cham.
29. Blicblau, A.S., Nelson, T.L. and Dini, K., 2016. The Role of Work Placement in Engineering Students' Academic Performance. Asia-Pacific Journal of Cooperative Education, 17(1), pp.31-43.
30. Beddoes, K., Panther, G., Cutler, S., & Kappers, W. M. (2018). Training and Resources for Gender Inclusive Teamwork. , [on-line at]. https://doi.org/10.15394/2018.1791
31. EngineeringUK, 2018. EngineeringUK briefing; Gender disparity in engineering. EngineeringUK, [on-line at:] gender-disparity-in-engineering.pdf (engineeringuk.com)
32. Mills, J.E., Ayre, M.E. and Gill, J., 2008. Perceptions and understanding of gender inclusive curriculum in engineering education (Doctoral dissertation, SEFI).
33. Fomunyam, K.G., 2017. Decolonising the engineering curriculum in a South African University of Technology. International Journal of Applied Engineering Research, 12(17), pp.6797-6805.
34. Perez, C.C., 2019. Invisible women: Exposing data bias in a world designed for men. Random House.

Permalink -

https://repository.canterbury.ac.uk/item/915xv/how-are-do-you-create-an-inclusive-engineering-graduate-pipeline

Download files


Accepted author manuscript
How create inclusive pipeline v5.pdf
License: CC BY-NC-ND 4.0

  • 9
    total views
  • 1
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Evaluation of students’ performance in CDIO projects through blended learning
Manna, S., Battikh, N., Nortcliffe, A. and Camm, J. 2022. Evaluation of students’ performance in CDIO projects through blended learning.
Digital reality in supporting students' learning, the challenges and opportunities
Nortcliffe, A. 2021. Digital reality in supporting students' learning, the challenges and opportunities. Education Technology Insights.
The legacy of Verena Holmes: inspiring next generation of engineers
Saeidlou, S., Ishaq, R., Nortcliffe, A. and Ghadiminia, N. 2021. The legacy of Verena Holmes: inspiring next generation of engineers.
Adaptive and flexible online learning during Covid19 lockdown
Manna, S., Nortcliffe, A., Sheikholeslami, G. and Richmond-Fuller, A. 2021. Adaptive and flexible online learning during Covid19 lockdown.
Developing engineering growth mindset through CDIO outreach activites
Manna, S., Nortcliffe, A. and Sheikholeslami, G. 2020. Developing engineering growth mindset through CDIO outreach activites. Gothenburg, Sweden http://www.cdio.org/.
New approaches to engineering higher education: case studies
Nortcliffe, A., McIntosh, G. and Hernandez, E. 2019. New approaches to engineering higher education: case studies.
CDIO Open day learning activity to inspire the next generation of engineering applicants
Nortcliffe, A., Nortcliffe, A. and Sheikholeslami, G. 2019. CDIO Open day learning activity to inspire the next generation of engineering applicants.
Developing good practices for industrial engagement in co-creation of CDIO curriculum
Fortin, C, Nortcliffe, A. and Serreau, Y. 2019. Developing good practices for industrial engagement in co-creation of CDIO curriculum.
How accessible is the STEM post 16 education provision, the pipeline to computing and engineering programmes?
Nortcliffe, A., Stallard, J.A. and Barley, R. 2019. How accessible is the STEM post 16 education provision, the pipeline to computing and engineering programmes?
Statistically, does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017
Nortcliffe, A., Parveen, S. and Keech-Pink, C. 2018. Statistically, does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017. Journal of Applied Research in Higher Education. 14 (1), pp. 489-506. https://doi.org/10.1108/JARHE-04-2017-0047