SSSTW_Women_in_engineering_Research_report

Lifelong Learning Network; Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin

Contact:

Dipa Patel

Staffordshire University

C 306 Beacon Building

Stafford

ST18 0AD d.patel@staffs.ac.uk

01785 353817

Women in Engineering Research Project

Detailed Report

Dipa Patel, Research Assistant

Amelia Rout, Research Officer

Amelia Rout


C 306 Beacon Building

Beaconside

Stafford

ST18 0AD a.c.rout@staffs.ac.uk

01785 353817

Contents should not be copied or reproduced without the author’s permission.

Dipa Patel & Amelia Rout 1 | P a g e


Content

Keywords

1. Introduction

1.1 Aim

1.2 Objectives

1.3 Research Questions

2. Literature Review

Page 3

Page 4-7

Page 7

Page 7

Page 7

Page 8-19

2.1 Legal Policies

2.2 Supporting Organisations

2.3 Existing Research

2.4 Engineering Education

3. Findings

3.1 Online survey- Women Engineers

3.2 Survey- HE Engineering learners

3.3 Survey- FE Engineering Learners

3.4 Survey- FE AS/A Level Learners

3.5 Interviews- FE/HE Staff Members

4. Conclusion

5. Recommendations

6. References

Page 8

Page 11

Page 15

Page 17

Page 20-36

Page 20

Page 25

Page 28

Page 31

Page 34

Page 37-40

Page 41

Page 42-43

7. Appendices Pages 44-54

Appendix A: Online Survey Sample- Women Engineers Page 44

Appendix B: Survey Sample- HE Engineering Learners Page 46

Appendix C: Survey Sample- FE Engineering Learners Page 48

Appendix D: Survey Sample- AS/A-Level Learners

Appendix E: University Enrolment 2008/09 Data

Page 50

Page 52



Keywords

AS Level= Advanced Subsidiary Level

A Level= Advanced Level

FE= Further Education

FEI= Further Education Institutes

HE= Higher Education

HEI= Higher Education Institutes

LLN= Lifelong Learning Network

SET= Science, Engineering & Technology

UK= United Kingdom



1. Introduction

The Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin Lifelong Learning

Network (LLN) aims to create progression routes and agreements into and through

HE for vocational learners in identified vocational sectors in line with local skill needs.

Staffordshire University leads the LLN in partnership with Keele University, University of Wolverhampton, Open University, Harper Adams University College and the fifteen

FE Colleges across the Network area. Stakeholders include the Open College

Network, Aimhigher, employers, Local Authorities and Connexions.

The LLN includes:

Disciplines



Public Sector / Public Service (University of Wolverhampton)



Creative & Media (University of Wolverhampton )



Health & Care (Staffordshire University)



Technology (Staffordshire University)

Crosscutting themes



IT, Enterprise, Leadership & Management (Keele University)

Thematic groups



Data (Staffordshire University and Open University)



Progression Agreements (Keele University/University of Wolverhampton)



Information, Advice & Guidance (IAG) & Student Support (Keele University)

The targets of the LLN include new progression agreements and new awards including 15-60 credit awards at all levels usually for Continuing Professional

Development (CPD), foundation degrees and honours degrees.

The LLN defines vocational learners as either:



Those whose post-16 education leads to qualifications other than A levels



Work-based learners



Adults in the workplace

This research focuses on exploring the reasons for the low numbers of female learners in Engineering on foundation degrees and undergraduate courses in Higher

Education Institutes (HEI). This has been an ongoing issue outlined by researchers in many countries; United States of America, Canada, Turkey, Africa (Botswana),

Australia, Sweden and the United Kingdom (UK). However the problem still remains.

Sectors in engineering range from; civil, chemical, bioengineering, environmental, manufacturing, mechanical, engineering design and many more.

As acknowledged by the Chinese Minister of Education, the number of engineering specialities in Chinese universities has declined by more than half from 1997 to 2006.

Also in the US the number of learners on engineering programmes has not risen substantially over the past 25 years. (The Engineer online. (2009))

However the picture in UK is different with a seven percent increase in engineering and technology higher education applications in the last 5 years as registered by the



Engineering and Technology Board (ETB). In spite of an increase in HE applications, engineering remains largely a male dominated career in the UK.

Statistics from ETB highlight that in 2007 only thirteen percent of new chartered engineer registrants were women in the UK. In 2008 the figure had increased to seventeen percent but the proportion is still too low in comparison to male registrants.

Recent studies have reported that females have positive attitudes to engineering

(Kusku, Ozbilgin and Ozkale. (2007)) and findings highlight that ninety-eight percent of females have genuine interest in engineering (Matope and Makotose. (2007)).

Despite females having genuine interest in the field numbers still remains remarkably low.

Findings addressed by researchers include gender differences in salary (Graham and

Smith (2005)), inadequate counselling in secondary schools and the need of educating teachers (Baryeh, Squire and Mogotsi. (2001); Wraige. (2002); Takruri-

Rizk, Jensen and Booth. (2008)).

Data collected from the HE institutes that fall in LLN network; University of

Wolverhampton, Staffordshire University and Harper Adams University College confirm that enrolment figures for 2008/09 for the Engineering faculty have a shortage of female learners. Keele University which also falls into LLN network does not provide any foundation or undergraduate courses in Engineering; therefore the institute has not been included.

The figures show that in every twenty male learners there is one female student. The following table highlights the 2008/09 enrolment numbers for all levels: -

Figure one: Summary of 2008/09 enrolment numbers

UNIVERSITY COURSE MALE FEMALE TOTAL

Wolverhampton Degree

Foundation

199

19

15

2

214

21

MALE

%

93 %

FEMAL

E %

7%

HNC 48

162

2

5

50

167

90.5% 9.5%

96% 4%

Staffordshire Degree

Foundation

234

220

26

12

260

232

90% 10%

94.8% 5.2%

Harper Adams Degree

Foundation 20 1 21

97%

95.2%

3%

4.8%

Using the data from figure one, all the listed universities have ninety percent or more male learners on their engineering courses.

A breakdown from Harper Adams University College show that first year 2008/09 enrolments for degree courses, the majority consist of male learners as illustrated in the graph below:



Figure two: Graph showing Harper Adams first year Undergraduate enrolments 2008/09

Similar findings occur at Staffordshire University where there are no female learners for first year enrolments (2008/09) in four undergraduate engineering courses as illustrated in figure three:

Figure three: Graph showing Staffordshire University first year Undergraduate enrolments 2008/09

Furthermore data from Staffordshire University show that the first year BEng (Hons)

Mechanical Engineering course has twenty-three male learners with only one female learner. Based on the number of enrolments in academic year 2008/09 it is clear that a gender imbalance in the HE engineering faculty exits and there is a need for further investigation.



1.1 Aim

This project aims to investigate how engineering courses in higher education can be promoted amongst female learners in UK. The data will be used to make recommendations around curriculum development.

1.2 Objectives

The following objectives have been set for this project:-

(a) To carry out a literature review regarding gender issues in engineering.

(b) To collect enrolment figures (females) in engineering courses for academic year 2008 in Higher Education Institutes in Staffordshire, Shropshire and

Open University (UK).

(c) To scope existing programmes/ government policies promoting engineering to female learners.

(d) To gather and analyse data on HE engineering courses from learners aged

16+ and teachers in schools, colleges and universities in Staffordshire and

Shropshire.

(e) To gather and analyse data from female engineering graduates based in UK and internationally to help gain an insight of different practices and suggestions.

(f) To suggest recommendations for educational institutes to employ to help solve gender differences in engineering.

1.3 Research Questions

1.

What are FE learner’s attitudes/beliefs towards engineering HE courses and engineering as a career for females?

2. What are FE and HE teachers/lecturers opinion of female learners pursuing engineering in HE?

3. What are the opinions/beliefs of current engineering learners both male and females in HE courses?

4. What are the viewpoints of female engineering graduates nationally?

5. What programmes are available in UK to educate and encourage female learners into engineering?

6. How can female learners in FE be more aware of engineering courses in HE?



2. Literature review

To be able to understand the work around women and engineering it was essential to review any legal practices, supporting organisations, work of other researchers and engineering qualifications in UK. This data has been gathered using online resources and library journals.

2.1 Legal Policies

The following Acts and Codes of Practices have been put in place to overcome gender discrimination.

The Universal Declaration of Human Rights (UDHR) was developed after Second

World War on the 10 th December 1948, representing the first global expression of human rights. The day of UDHR establishment has been celebrated annually across the world as ‘Human Rights Day’. The UDHR now holds the world record as the most translated document, with more than 360 language versions available. The UDHR consists of 30 articles, to list a few:-



Article 1

“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood ”.



Article 2

“Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status ”.



Article 16

“Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. Marriage shall be entered into only with the free and full consent of the intending spouses ”.



Article 23

“Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment. Everyone, without any discrimination, has the right to equal pay for equal work ”.



Article 26

“Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.

Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Parents have a prior right to choose the kind of education that shall be given to their children ”.

Furthermore, under the Sex Discrimination Act 1975, chapter 65; it is unlawful for an employer to discriminate against an employee because of their gender, martial or gender reassignment status.



“An Act to render unlawful certain kinds of sex discrimination and discrimination on the ground of marriage, and establish a Commission with the function of working towards the elimination of such discrimination and promoting equality of opportunity between men and women generally and for related purposes ”.

[12th November 1975]

The Sex Discrimination Act 1975 states two types of sex discrimination;



Direct discrimination

Direct Discrimination occurs when an individual is less favoured than their peers which results in being dismissed, denied of opportunities within or for employment/ training or any other detriment on the grounds of their gender.



Indirect discrimination

Indirect sex discrimination is when a requirement or condition is applied equally to men and women, but the proportion of one sex that can satisfy the condition is much smaller than the proportion of the other sex. For example, the successful candidate has to have a beard or the individual has to be less than 30 years of age. By specifying age limits, employers fall into indirect discrimination.

The Equalities and Human Rights Commission (EHRC) in October 2007 took over the ‘Equal Opportunities Commission (EOC). The EOC role still exists as part of the

EHRC. The EOC was established in 1975 in the same year as the Sex Discrimination

Act (SDA). The EOC has worked towards supporting gender equality over three decades where it has supported the increase of women by a third in the workforce and women outnumbering men in HE. The EOC has carried out independent research, campaigned to improve public services and worked with supporting organisations to encourage and aid families with greater access to flexible work, childcare provision, services for disabled, extension of maternity/ paternity and parental leave.

The EOC set out a corporate plan for 2005-2008 to promote equality of opportunity for all women and men regardless of ethnicity, faith or belief, disability, age, sexual orientation, social status and language.

The EHRC are also working in partnership with the Government Equalities Office

(GEO) to develop a framework to measure and target the disadvantages individuals experience due to their gender, age, race, disability, sexual orientation, religion or belief.

The Prime Minister established plans for a Government Equalities Office (GEO) on the 26 th July 2007. The GEO’s main priority is to develop a more integrated approach on equality, with the intention to provide individual rights and promote equal opportunities to all in the society in particular gender and sexual orientation equality.

The GEO set out a 3 year, 2008-11 priorities programme for tackling inequalities.

These priorities are known as Public Service Agreements (PSAs). There are 30

PSAs focusing on: -



Gender equality in society



Narrowing the pay gap



Increasing choice, control and flexibility for disabled people





Addressing inequalities in civic participation



Tackling discrimination in employment



Understanding and addressing unfair treatment

Many of these PSAs seek to target inequalities in education and skills, health, criminal justice, housing and liveability. The GEO are responsible for the overall management and deliverables of the PSAs. The GEO aims to work in an open and collaborative way, engaging in all PSAs.



2.2 Supporting Organisations

The following points highlight some of the engineering support organisations in UK:



Chartered Institution of Building Services Engineers (CIBSE)

CIBSE is a nominated body of the Engineering Council UK. It has over 16,000 members working in the Built Environment and Services Industry ensuring that adequate training is provided. The institution provides fact sheets to learners aged

14+ covering what building services engineering is, why choose to study it and graduate opportunities.



Chartered Institution of Water and Environmental Management (CIWEM)

CIWEM is a leading professional body with scientists, engineers and students in 95 countries who are planning, protecting and caring for a sustainable environment and its resources. CIWEM offers a comprehensive book targeting learners aged 16+. The book contains details of career opportunities and guidance on developing an environmental career.



Institute of Acoustics (IOA)

IOA is UK’s leading professional body for acoustics engineers. Acoustics engineers cover aspects such as underwater acoustics, speech, hearing, medicine, electro acoustics and architectural acoustics. The employment industry for acoustics engineers are audio and hifi industry, environmental noise, broadcasting, telecommunications, auditorium and concert hall design. IOA offer a booklet including details of education, training courses and CEng, IEng registration.



Institution of Agricultural Engineers (IAgrE)

IAgrE caters for individuals employed in agriculture, horticulture, forestry, environment, amenity and biological systems. IAgrE membership can also be enjoyed by non-engineers. IAgrE offer a careers folder including manufacturing, research development, statistics on salaries and career profiles covering women and travel opportunities.



Institution of Chemical Engineers (IChemE)

IChemE are committed to promoting and supporting professional development for chemical, biochemical and process engineers. IChemE have a careers team offering career materials, support enquiries from educators, career advisers, parents and learners and hold free of charge school events. IChemE promote using careers library folder, postcards and posters highlighting the impact Chemical Engineering has on our daily lives.



Institution of Civil Engineers (ICE)

ICE has over 75,000 professional civil engineers and students in 140 countries including UK. ICE work towards promoting civil engineering to learners aged 14-19 years by providing snapshots of different roles and details on how to become a civil engineer. Also ICE publishes magazines known as ‘NCE insite’ outlining relevant issues, case studies and competitions.





The Institution of Engineering Designers (IED)

The IED supports individuals operating in the field of engineering design by providing information and advice, a technical library and a continuing professional development scheme. The IED provide a range of membership grades i.e. student, graduate and diplomat, associate, fellow membership etc.

Individuals are required to hold a HNC, HND, ONC, BEng (Hons), BSc (Hons), BSc,

MEng to be able to apply for a membership of the IDE.

The IED’s journal ‘Engineering Designer’ is a much-admired publication used by academia and the industry.



The Institution of Engineering and Technology (IET)

The IET has a worldwide membership of 150,000, aiming to promote best practices and knowledge on a global level and to ensure members are thoroughly equipped for employments in a range of technical backgrounds i.e. IT, communications technology, electronics, informatics and manufacturing, research and development and academia. The IET is a qualifying body for professional engineers.

The IET offer a ‘Make Your Choice’ booklet aimed at pupils aged 13 to 18 years. The booklet offers an introduction to the field of engineering. Also the IET have a magazine named ‘Flipside’ aimed at 11-16 year old pupils. The magazine focuses on explaining science and technology in an exciting and understandable manner.



The Institute of Marine Engineering, Science and Technology (IMarEST)

The IMarEST has over 15,000 members in five global divisions. The IMarEST offer a range of services to individuals working in the marine environment such as careers and recruitment services, accredited courses on or relating to marine, sponsorships and professional development. The IMarEST offer a careers folder/brochure/booklet aimed at individuals aged 12+. These contain details of different careers available in the marine environment and advice on the skills and qualifications required.

To list a further few supporting organisations in UK: Institution of Mechanical

Engineers (IMechE); Institute of Materials, Minerals and Mining (IOM3); Institution of

Structural Engineers (IStructE); Royal Aeronautical Society (RAeS); Royal Academy of Engineering, Best Programme; The Royal Institution of Naval Architects (RINA);

SEMTA 23; Royal Electrical and Mechanical Engineers (REME); Society of

Environmental Engineers (SEE) and The Welding Institute (TWI).

Additionally the following websites are available:



British Computer Society (BCS)



Engineering Council UK (ECUK)



Engineering and Technology Board (ETB)



Engineering Integrity Society (EIS)



The Institution of Fire Engineers (IFE)



Institute of Highway Incorporated Engineers (IHIE)



Institution of Highways and Transportation (IHT)



Institute of Physics & Engineering in Medicine (IPEM)



Institute of Plumbing and Heating Engineering (IPHE)



Institution of Railway Signal Engineers (IRSE)



Motorsport Academy (MA)



Institute of Acoustics (IOA)





Institution of Chemical Engineers (IChemE)



The Institution of Engineering Designers (IED)



The Institution of Engineering and Technology (IET)



Royal Aeronautical Society



Sector Skills Council for science, engineering and manufacturing technologies

(SEMTA)



Society of Operations Engineers (SOE)

Focusing more on women and engineering, the following organisations are available in UK:

 Women’s Engineering Society (WES)

WES offers a website with membership available to students, engineers, scientists and academics. WES aims to promote education, training and practice of engineering among women by raising public awareness. WES has speakers going into schools and colleges, public lecturers, advice on careers, training and development workshops, awards and bursaries and has quarterly journal publications.



Women into Science, Engineering and Construction (WISE)

WISE operate throughout UK encouraging young women to study maths and physics and help develop a career in science, engineering and construction. WISE with the

Royal Navy have set up an experience week for 16 young girls taking place in July

2009. The week will involve being supervised by women engineers, getting some hands on engineering experience, exploring helicopters and discovering the work carried out in the Navy.

Also this July, WISE and the Royal Air Force (RAF) are working together to provide an engineering work experience week with the RAF. The program will involve twenty four year ten students.



UK Resource Centre (UKRC) for women in Science Engineering and

Technology (SET)

UKRC for women in SET was launched in 2004. It is a leading organisation for providing advice, services and policy consultations linked with the under representation of women in science, engineering and technology (SET). UKRC work with a vast range of organisations to list a few; Engineering and Technology Board

(ETB); Jaguar cars and Land Rover Ltd; Transport for London; National Grid;

Women’s Engineering Society; Cambridge WISE, MentorSET, Young Engineers,

Public Awareness of Science and Engineering.

UKRC ’s two main core values are; firstly culture and organisation change to help increase the participation and position of women in SET learning and industry.

Secondly, increase empowerment of women, UKRC strongly believes that women are capable of outstanding achievements and leadership. UKRC make use of the

Sex Discrimination Act as a tool for improving access to SET careers and improve the role of women in the work environment.

The UKRC offer free membership of GetSET, an online networking community of women across all levels of SET, a range of bursaries, on day training courses and events and also offer mentoring opportunities.



An organisation working with UKRC is Public Awareness of Science & Engineering

(PAWS) who focuses on running events/activities designed to raise the profile of science, engineering and technology across the media. One particular promotional initiative PAWS has taken is to raise awareness of potential women scientists and engineers to be mainstream TV presenters. PAWS have developed a 15 minute DVD showing short presentations and interviews with potential science/engineering presenters. Along with the DVDs a booklet of CVs of women scientists and engineers has been put together and is available to all program makers and broadcasters.



JIVE (Joining Policy and Joining Practice)Creating change for women and girls in science, engineering, construction and technology (SECT)

JIVE is a partnership of organisations such as The Open University, Sheffield Halam

University, University of Bradford, York College, UK Resource Centre (UKRC) for women in SET and many more across the UK. JIVE has worked with over five hundred employers, where they have developed ten employer good practice guides, carried out a range of research projects focusing on the role and participation of women in SECT, provided support for over eight hundred women returning from a career break and attracted seven hundred learners by designing and launching an online ten week course for women returners with the Open University.



Cambridge Association for Women in Science and Engineering (AWiSE)

Cambridge AWiSE based in Cambridge is a regional network offering networking opportunities, newsletters and access to the MentorSET mentoring scheme for women in science, engineering and technology (SET). Cambridge AWiSE members come from the industry and academia.



MentorSET

MentorSET provide independent mentors to support women in science, technology, engineering and mathematics (STEM). MentorSET work across UK involving the following supporting organisations: o o o o o o o

Cambridge AWiSE

Women in Physics from the Institute of Physics

BCSwomen from the British Computer Society

Daphne Jackson Fellows women@cl

RETURN scheme members from the UKRC

RESNET

Furthermore, programs based internationally aiming to encouraging women into engineering are:



Women in Engineering Program (WEP)



Society of Women Engineers (SWE)



Women in Engineering ProActive Network (WEPAN)



European Association for Women in Science, Engineering & Technology

(WiTEC)



2.3 Existing Research

Many researchers have looked into possible ways to promote engineering to female learners and reasons that negatively influences or acts as a barrier for female learners pursuing further engineering study.

A study describing the effects of a High school camp named ‘WE CAN’ organised for two weeks to encourage females into electrical engineering was carried out using nine female senior high school students. During the camp a module normally taught to first y ear university student was covered, ‘Introduction to Electrical and Computing

Engineering’. The module consisted of using the software package MATLAB and topics of signal characteristics in time/ frequency domain, image processing, engineering profession/ ethics and many others were covered. Participants attended lectures, laboratory assignments and had homework assignments. Participants completed two tests, one after day five and the second one after day nine, each lasting two hours. The results showed that all participants had increased their knowledge of engineering /electrical engineering and showed confidence in succeeding in an engineering major if they chose to do so. The researchers concluded that the ‘WE CAN’ camp was successful in preparing and educating female students for a career in engineering. (Karp and Baker. (2006))

Another approach taken by University of Wollongong in Australia, by incorporating a diversity topic, ‘Management and Human Factors in Engineering’ into 4 th year engineering courses. The topic was taught for a week consisting of two hour lecture, two hour tutorial and a brief assignment was given out to hundred and eight students.

Questionnaires were collected from fifty-one students. The results from the questionnaire showed that student awareness increased and students suggested that the topic should have been covered in their first year not fourth. The researchers conclude that the activity achieved positive feedback and awareness within house programmes, training and information distribution has the potential to overcome issues with women in engineering. (Schafer. (2006))

Furthermore, a study of sixty-six engineers of which fifty-three were interviewed and twenty-six job shadowed highlighted that young females need to be encouraged, motivated and provided with additional support. Also parents and teachers play an important role. The study concluded that there is inadequate training in schools. Eight recommendations were made, to list a few; change attitudes and provide basic information to society, promote using marketing videos for schools; engineering curricula should be gender inclusive, active networks/ registration for support and active strategy to mentor female students and their exit from engineering courses.

(Faulkner. (2006))

Researchers have suggested that universities should make sure that the teaching is relevant to a career in the industry and to provide graduates with support from being a student to a professional. (Takururi-Rizk, Jensen and Booth. (2008))

In Australia, Curtin University’s Engineering Faculty prepares their students for the real engineering world by addressing them as ‘student engineers’ rather than as

‘engineering students’. The university prepared a first year unit ‘Engineering

Foundations: Principles and Communications (EFPC) which combined teaching student engineers the role of designers, constructors and the communication requirements for these roles. Students had to write an engineering case study report, give presentation of their work and efficiently work in teams. The EFPC unit was divided in three stages: -





Stage one was the design stage. Design companies were formed compromising of five student engineers who were assign to design either a vehicle or a bridge. The requirements of the design had to meet the criterias set by lecturers. Students were given four weeks to complete the design and to make it available on webCT.



Stage two was the tendering stage. Each team were allocated three other companies tendering to build their designs. The teams had to work with clients tendering to build their design and adapt to changes made by the client.



Stage three was the construction stage where student engineers were given four weeks to construct their designs in concurrence with the submitted tenders and the final designs they were provided with. The teams assigned three student engineers to work as contractors who were responsible for the construction of the tender and two students were to work as designers with responsibility of overseeing and liaising with the company building their designs.

The learning outcome from the EFPC unit improved student communication and team working skills. It also raised awareness of the role of clients and tendering processes. Comments made from students showed appreciation of the unit helping them understand processes of professional engineering practice. Overall the unit helped them to work as engineers rather than just as students. (Lindsay, Munt,

Rogers, Scott and Sullivan. (2008))

Apart from teaching engineering learners theory it is essential to gain some practical work to prepare learners for the engineering industry. Researchers have shown that female engineers are more confident with practical sessions rather than learning in large lecture theatres. (Takruri-Rizk et al. (2008))



2.4 Engineering Education

The UK offers various engineering courses to learners.



A-Level

A-Levels consist of two levels; Advanced Subsidiary (AS) and Advanced (A). A-

Levels offer a range of academic subjects which allows the learner to progress into higher education. The entry requirements for undertaking most AS/A levels are at least 5 GCSEs at grade A*-C. Currently there are 80 AS and A levels subjects available. Learners are assessed mainly by written exams with some subjects consisting of small amounts of coursework and practical work.

The A-Level that allows learners to progress into Engineering in higher education are mathematics, physics and electronics. There is also A-Levels available that are more focussed on engineering these are: - o Engineering o Design & Technology- Product Design o Design & Technology- Systems and Control o Art and Design (Three- Dimensional Design) o Art and Design (Graphic Design)

Finally, there is an A-Level available known as Engineering with Maths and Physics, which is a combination of mathematics, physics, electronics and engineering. This A-

Level is a successful start if learners are keen on pursuing an engineering degree at university.



New Diploma

The Diploma recently introduced targeting 14-19 year old learners, offers a Diploma in Engineering. Learners are provided with the opportunity to experience learning in schools, colleges and the workplace. The Diploma offer learners with an integrated programme of study made up of different courses and awards.

There are three levels involved in Diplomas: -

1. Foundation level is equivalent to NVQ1 or 5 GCSE’s grade D-G.

2. Higher level is equivalent to NVQ2 or 7 GCSE’s grade A*-C.

3. Advanced level is equivalent to NVQ3 or 3.5 A-Level grade A*-E.

3. A Progression Diploma is equivalent to 2.5 A-Level grade A*-E.

Foundation and higher Diploma learners proceed onto the advanced level or are able to take up a different type of qualification such as GCSE, A-Level or Apprenticeship.

On completion of the advanced level, Diploma learners can progress to university or go onto a job with training.

The Engineering Diploma starts with basic engineering principles and the vast opportunities it has to offer. The Diploma course covers modern engineering designed to develop the learners practical, team working and self management skills.

The Engineering Diploma is a valued high quality qualification acknowledged by the industry and higher education.





NVQ

National Vocational Qualification (NVQ) is a competence-based qualification, which involves developing knowledge and skills through learning practical and work related tasks. NVQs help learners meet national standards for various occupations. NVQ are available to mature and young learners. There are over 1300 different NVQs i.e. construction, property, manufacturing, production and engineering. NVQs consist of 5 levels: o NVQ 1 is equivalent to 3-4 GCSEs at grade D-E o NVQ 2 is equivalent to 5 GCSEs at grade A*-C o NVQ 3 is equivalent to 2 or more A-Levels o NVQ 4 is equivalent to BTECH Higher National Certificate o NVQ 5 is equivalent to Foundation Degree or Higher National Diploma

There are two engineering NVQs;

1. Performing Engineering Operations

2. Performing Manufacturing Operations

The structures of these NVQs allow a range of pathways e.g. aerospace, transportation and manufacturing. An NVQ course at any level consists of a number of units which are assessed through practical assignments and a portfolio.



BTEC

BTEC courses began in 2002 offering very broad vocational learning areas such as leisure & tourism, construction, hair dressing etc. Learners are offered with flexible learning of part time or full time options. Within BTEC First and National qualifications there are many levels: o BTEC Entry Level Certificate. o BTEC Introductory Certificate/Diploma. o BTEC First Certificate/Diploma. o BTEC National Award - equivalent to one A-Level. o BTEC National Certificate - equivalent to two A-Levels. o BTEC National Diploma - equivalent to three A-Levels.

Assessments of the BTEC First and National qualifications are through assignments based on work related situations.

BTEC National Diploma in Engineering is available for learners in many colleges.

This course covers aspects of Engineering Materials and Processes, Engineering

Design, Science, Mathematics, Electronics, Mechanics, CAD and CAM etc. This course requires learners to produce coursework, portfolios, presentations and practical projects. On completion of this course learners progress onto HNC/D or

Degrees at Higher Education.

BTEC Higher National Certificates (HNCs) and Diplomas (HNDs) are Higher

Education qualifications. HNCs/Ds are a mixture of theory and practice closely linked to the world of work. On completion of a HNC/D, learners are able to top up their qualifications to a degree. There are many HNC/D courses available in Engineering.



Degree

An undergraduate degree is an academic degree offered mostly by higher education institutes and a few colleges. There are usually two types of degrees; a pass degree


Lifelong Learning Network; Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin and an honours degree. An honours degree requires the user to produce a project or take upon extra module(s). Having completed an honours project/ module(s) the learner is entitled to a “(Hons)” onto their degree title.

Most undergraduate degrees are awarded with a bachelor title dependant on the subject that is covered. There are over 60 bachelor titles available, to list a few: - o Bachelor of Arts (BA) o Bachelor of Science (BSc) o Bachelor of Economics (BEC) o Bachelor of Dentistry (BDent) o Bachelor of Pharmacy (BPharm) o Bachelor of Laws (LLB) o Bachelor of Engineering (BEng)

There is a vast range of undergraduate engineering courses available. Most engineering undergraduate degrees are awarded with Bachelor of Engineering,

Bachelor of Science in Engineering Technology (BSET) and Bachelor of Science.

These courses usually take 3-4 years full-time and can take up to 5+ years part-time.



Apprenticeships

Apprenticeships are available in engineering for learners who wish to learn as they work. Apprenticeships are mainly offered to school/ college leavers aged 16+. Entry requirements for the apprenticeship are NVQ level 2 or have 4 or more GCSE at grade C-E. Candidates can work towards an NVQ level 3/ BTEC progressing onto

NVQ level 4 to become an advanced apprentice and some companies allow these candidates to go onto HE to undertake HNC or degrees. While employed on the apprenticeship all candidates are paid, the amount depending on the company they work for. Generally apprenticeships in the engineering industry can take between

3½-5 years to complete.

Figure four, outlines the general education framework used in UK.

Figure four: Education framework

The framework continues to level 7 which involves postgraduate degrees i.e.

MA/MSc/MBA/MRes and level 8 involving post doctorate degrees i.e. PhD/DPhil.



3. Findings

3.1 Online survey- Women Engineers

The survey was sent to hundred and twenty people. A total of twenty five participants gave their consent to taking part to the online survey. Hence a response rate of twenty one percent was achieved. Throughout the survey participants were able to skip questions they wished not to answer.

Question one referred to the participants’ occupation; twenty-three responses were gained in which thirteen participants were professors, five identified themselves as lecturers and one responses of the following; PhD student, researcher, administrator, consultant in management and design engineer. Hence the responses indicate the number of participants working in the engineering industry is minor to those in the field of education.

Question two required participant s’ to state their work organisations. The results show that participants’ responded from various countries; United Arab Emirates,

United States of America, United Kingdom, India, South Africa and Australia.

Question three asked participants whether they had done an engineering degree.

Participants who selected ‘Yes’ went onto question four and those that selected ‘No’ skipped to the question ten. The responses gained were eighteen participants selected ‘Yes’ and five selected ‘No’.

Question four required participants to state their course title and institution studied at.

Sixteen participants’ responded of which three had done mechanical engineering, three in electrical engineering, two in civil engineering and one responses for the following courses; mechatronic engineering, chemical engineering, material science

& engineering, and medical electronics & instrumentation.

Question five referred to the reasons for participants’ choosing to study engineering.

Responses mainly indicated that participants enjoyed studying maths and physics and had encouragement from family members in the same field.

Question six was related to the source(s) that helped the participants’ decide that engineering was for them. Sixteen participants’ responded to this question; figure five indicates the main responses gained;

Figure five: Chart showing source(s) used to help participants decide to study engineering

None

Work Placem ent

8%

Work Placement

22%

Teachers

8%

Teachers

Family

Student Am bas s adors

8%

Fam ily

Self Reading

30%

College Advisors

Psychological Evaluation

Self Reading

8%

Ps ychological

Evaluation

8%

College Advis ors

8%

Student Ambassadors

None



Question seven referred to the number of other female students, participants’ had when doing their engineering courses. Figure six shows the responses gained;

Figure six: Bar Chart showing the number of other female learners on the participants’ course

Sixteen responses were gained as highlighted in figure six; one respondent stated not having any female student on the course, three respondents stated having five and six respondents selected ‘Other’. Four respondents from those that had selected

‘Other’ gave the following responses; 11, 18, 18 and 30.

% Val

Question eight asked participants’ if they would recommend engineering to other female learners, all responses were in the positive where sixteen participants selected ‘Yes’.

Question nine was for participants’ who would have selected ‘No’ in question eight.

Hence there were no responses required for this question.

Question ten was asking participants if they had done any work to raise awareness of engineering courses/career. Figure seven indicates the following; a total of twenty one responses were gained; fourteen re sponded ‘Yes’, three responded ‘No’ and four responded ‘Do Not Know’.

Figure seven: Chart showing the the number of participants that have done any work to raise awareness of engineering courses/career



Question eleven was answered by the f ourteen respondents that had selected ‘Yes’ in question ten. The question was asking particip ants’ to identify the approach, location and results of the ways they helped increase awareness of engineering courses/ career. The following points highlight some work carried out:



Participate in outreach activities organised by the University and local organisations



Members of supporting organisations i.e. WiSET, Society of Women

Engineers



Talks at open days, career evenings, science festivals and school visits



Mentoring



Workshops for example an event called ‘Girls in Aerospace’ where teams are given a task to design and build a hovercraft. After a day’s work of understanding the maths/ physics behind the development of a hovercraft, the teams compete by having a race using their built hovercraft.

Question twelve relates to whether participants have other family member(s) who has studied engineering. Figure eight indicates the responses, where eleven selected

‘Yes’ and eight selected ‘No’.

Figure eight: Chart showing the number of family members that have studied engineering

For question thirteen the eleven participants that sele cted ‘Yes’ in question twelve were asked to identify how the family member was related to them; many respondents mentioned their father, brother and cousins.

Question fourteen referred to whether the participants’ school/ college provided support for studying engineering. Nineteen responses were gained; 68% of participants agreed to have support from their school/ college. However 26% reported having no support. Figure nine highlights the responses:

Figure nine: Bar Chart showing the number of school/college that provided support for studying

Engineering



Question fifteen asked those participants who selected ‘Yes’ to question fourteen to identify how their school/ college provided support, the following responses were gained; three participants received a scholarship, two participants were provided fellowship, financial support, free hostel facilities, gave importance to science and maths subjects.

Question sixteen was associated with the number of participants that believe engineering courses are lacking female learners. Figure ten highlight the responses:

Figure ten: Bar Chart showing whether participants believed Engineering courses are lacking female learners

The results from figure ten, shows that seventy-four percent believe that engineering is lacking female learners compared to twenty-six percent that had selected ‘No’.

Participants who had selected ‘No’ have given the following view points in the optional further comments box; ‘Engineering is very popular in my country for females’ and ‘Our engineering programme has 35-40% women in its intake’.

Question seventeen asked participants’ to identify how engineering courses can be promoted to female learners in schools/ colleges. Nineteen participants’ had responded. The following points highlight selected responses: -



Have female professors teach early courses to serve as role models.



Activities with schools to help pupils gain an understanding of engineering.



Build local, Informal networks of female learners.



Role models- young and dynamic ladies who have studied engineering and who hold passionately very interesting jobs.



Career awareness, talks and visits to industrial facilities organised by the school.



Design female friendly learning environments.



Understanding what engineering is, range of engineering applications and its value in society.

Additionally for question seventeen, a common phrase/ words used in responses were: early age and school. Hence an important factor in encouraging girls into engineering is to give an understanding of engineering at an early age i.e. eleven to eighteen years.



Supporting findings come from Plant, Baylor, Doerr and Rosenburg-Kima (2009) who state that “Catching young women at an early age is critical because decisions made early, such as which classes to take in high school and college, can have substantial implications for the ability and likelihood of women pursuing engineering in the future”.

JIVE in a report highlight that by the age of eighteen, subject choices become obvious; “We need to ensure that girls are engaged in science, engineering and technology subjects at school and see careers in these sectors as being open to them”. JIVE Manifesto

Finally question eighteen participants had the options to give any further comments.

Seven participants had responded; the following points briefly highlight some comments made:



Engineering is very popular in my country for females. (UAE)



Our engineering programme has 35-40% women in its intake. (South Africa)



3.2 Survey- HE engineering learners

Thirty surveys were given out to HE engineering learners. A total of twenty-seven participants completed the survey. Hence a response rate of ninety percent was achieved.

Question one was concerning the participants age group. Figure eleven outline the responses gathered:

Figure eleven: Bar Chart indicating the age category of the HE engineering learners

Question two was associated to the participants gender. The results show there were twenty-four male learners and three female learners participating in the survey.

Question three asked participants to state the educational institute they were studying at. Due to confidentiality, this information cannot be specified.

Question four was related to the course the participant were enrolled on. The results outline that fifteen participants were undertaking agricultural engineering course, eight participants were on the off road vehicle course and four participants were on the engineering design & development course.

Question five referred to reasons for studying engineering, twenty six participants responded. Thirteen participants outlined that they had an interest in the subject area, seven participants expressed job prospects and six participants chose to study engineering due to the practicality and useful skills involved. Figure twelve highlight the responses:

Figure twelve: Chart showing the reasons to why the participants chose to study engineering



Question six was associated to what supporting tools the participants institute used to help decide on what courses to study at HE level. Participants had the option to select more than one from the list given. The results have been outlined in figure thirteen:

Figure thirteen: Bar Chart showing the tool(s) provided to help decide on what course to study at HE level

Question seven asked participants if anyone had spoken to them about what courses were available in HE. The results show that thirteen participants answered ‘Yes’, twelve selected ‘No’ and two selected’ Do not know’.

Question eight was answered by twelve participants that had selected ‘Yes’ to question seven. This question asked participants to identify the individuals that had aided their selection to study engineering. Results show that seven participants stated ‘teachers’, three participants mentioned ‘parent/s’, one participant answered

‘career advisor’ and one participant was explained about the course when interviewed by the HE institute.

Question nine asked participants if they believed engineering is a well paid career.

The results show that seventy percent of participants believe that engineering is a well paid career, seven percent of participants expressed that they did not believe it was and twentytwo percent selected the ‘Do Not Know’ option.

Question ten asked participants if females are capable of becoming successful engineers, results have been shown in figure fourteen:

Figure fourteen: Chart showing the number of participants that believe if females are capable of becoming successful engineers



Question eleven was for any participants’ that selected ‘No’ in question ten. Hence this question received no responses.

Question twelve asked participants if they knew there is a high demand for women learners to study engineering at HE level. The results reveal that eight participant answered ‘Yes’, four participants answered ‘No’ and thirteen participants selected

‘Do Not Know’.

Question thirteen referred to whether family members such as parents, partner and spouse supported the participant in choosing engineering. All twenty-seven participants’ selected ‘yes’.

Question fourteen was related to what can be done to promote HE engineering courses to female learners in FE. Figure fifteen outlines the responses gathered from twenty-one participants:

Figure fifteen: Bar Chart outlining suggestions for promoting HE engineering courses to female FE learners

Question fifteen was for further comments, only one participant left a comment;

“Females probably would do well due to generally being more studiers”



3.3 Survey- FE engineering learners

The response rate for this survey was hundred percent. Forty-five FE engineering learners were surveyed of which forty-one participants were aged between sixteen to twenty-five, three participants were aged between twenty-six to thirty-five and one participant was aged between thirty-six to forty-five years. There were forty-three male learners and two female learners surveyed.

The participants were enrolled on an FE engineering related course such as mechanical engineering, electrical engineering, automotive engineering, motor vehicle engineering and general engineering. The results indicate that participants chose to study engineering because of subject interest, job prospects and the practical skills involved.

Twenty-eight participants answered to whether they were considering to progress onto HE, results revealed sixtyfour percent selected ‘Yes’, seven percent selected

‘No’ and twenty-nine percent selected ‘Do Not Know’. Participants who were considering HE stated to be interested in undertaking electrical engineering, electronic engineering and applied technology. However a few participants were ensure of what course they may consider at HE level. Also participants who mentioned they were not taking HE into consideration gave the following reasons for not continuing;

“I don’t want to because I’d rather get a job” and “Want an apprenticeship when finishing college”.

Participants were asked to select the supporting tools that their institute provided to help decide what course to undertake at HE level. Figure sixteen outline the responses:

Figure sixteen: Bar Chart showing the tool(s) provided to help decide on what course to study at HE level

Also participants were asked if anyone had spoken to them about HE engineering courses. The results show that twenty-seven participants selected ‘Yes’, eleven participants selected ‘No’ and six participants selected ‘Do Not Know’. Participants


Lifelong Learning Network; Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin stated that mostly teachers, Connexions advisors, guest speakers and friends were the individuals that informed them about HE engineering courses.

Thirty participants believe that engineering is a well paid career, five participants selected that it is not a well paid career and eight participants selected the ‘Do Not

Know ’ option in the survey.

Furthermore, majority of the participants believed that females are capable of becoming successful engineers. However one participant specified that women were not capable of becoming successful engineers stating the reason as; “Tradition and engineering jobs I have experienced require heavy lifting”. Figure seventeen outline the results gathered:

Figure seventeen: Chart showing the number of participants that believe if females are capable of becoming successful engineers

When questioned about knowing if there is a high demand for women learners to study engineering at HE level, majority of the participants selected the ‘Do Not Know’ option, ten participants agreed to there being a demand and ten participants disagreed.

Also, over 80% of the participants agreed that if they were to consider engineering at

HE level they would be supported by their parents/ partner/ spouse. Twenty-seven participants answered the question to how HE engineering course can be promoted to female learners in FE. The following points briefly state some comments given to help promotion:

 “Attempt to lose the stereotypical views of an old fashioned society whereby women are seen as the 'mothers' of a family and the males are seen as the primary breadwinner and attempt to lose the concept of typical jobs for male and females as I do not believe many females would have considered becoming an engineer or even look into what sort of things a typical engineer does”.

 “Emphasis needs to be on making engineering more appealing to females before higher education level to increase the number of potential female applicants”.

 “It should be made more obvious that Engineering is not a 'boys only' course.

More often than not, in prospectuses the engineering section is dominated by photographs of males, and lecturers also tend to be male too. Employing more female lecturers could potentially help to draw more women into the courses, as well as ensuring that women are featured within the engineering section of a prospectus. The courses also need to be actively promoted to women in school and col lege”.



 “More internship that specifically target women in the workforce whilst learning to a higher education”.

 “Encourage engineering at an early age”.

 “Female speakers who are involved with engineering”.

 “Promote courses more e.g. internet, television, radio and leaflets”.

Finally, one participant left a further comment as follows:

“It's not sexist, I think if women were to get into engineering it would be to do less labour intensive work and causing problems to men”.



3.4 Survey- AS/A-Level learners

A survey was carried out with FE learners undertaking AS/ A level courses. The response rate was ninety-eight percent consisting of seventy six participants. The results indicate that seventy-four participants were aged between sixteen to twentyfive and one participant was aged between twenty-six to thirty-five years. Figure eighteen outlines the number of male and female learners surveyed:

Figure eighteen: Bar Chart showing the number of male and female participants

The majority of the participants were taking approximately two to four courses. All participants surveyed were enrolled onto either AS or A-Level Mathematics, twentytwo participants were studying Chemistry, nineteen participants were studying

Physics, fourteen participants were studying Psychology and other courses taken included Biology, Physical Education, Computing, Business Studies, Law, English,

French, Spanish, German, Accounting and many more.

A number of participants had also taken physics, electronics and product design courses which enables the participants to progress onto HE engineering courses.

Figure nineteen highlights the number of participants who are considering to progress to HE:

Figure nineteen: Chart showing the number of participants considering to progress to HE

Fifty-three participants stated which HE course they were interested in taking. The following points outline suggested courses:





Accounting was stated by eight participants.



Engineering such as electrical, chemical, aeronautical and structured were suggested by eight male participants.



Medicine was mentioned by five participants of whom four were female learners.



Mathematics was being considered by five participants.



Biology was stated by three participants.

Figure twenty outlines the supporting tools that participant’s institute provided to help decide what HE course to undertake:

Figure twenty: Bar Chart showing the tool(s) provided to help decide on what course to study at HE level

Participants were asked if they had considered engineering at HE level, results showed that fourteen participants agreed to have considered it, fifty participants mentioned n ot to have considered and eleven participants selected the ‘Do Not

K now’ option.

Also participants were asked if anyone had spoken to them about courses available in HE engineering, majority of the participants stated that they were not informed.

The results have been outlined in figure twenty-one.

Figure twenty-one: Bar Chart showing if information about courses in HE engineering were provided



Participants that were informed of courses in HE engineering specified that the information came from teachers, parents and Connexions advisor.

A particular question asked was what participants thought studying engineering at

HE level involved. In total fifty-four participants responded to this question of which twenty-three were female learners. Results showed that ten female participants stated ‘do not know’ or ‘not sure’ when answering while the other thirteen female participants mentioned the following; designing and fixing mechanical things, cars, physics and hands on work. On the other hand, the male participants had a better perception of engineering where most mentioned involvements of mathematics, physics, problem solving and practical work.

Additionally participants were asked to express their views on whether they believed females were capable of becoming successful engineers. The results show that sixtyfour participants believe that female can become successful engineers, four participants disagreed and eight participants selected the ‘Do Not Know’ option. The participants that disagreed gave the following reasons; ‘they are not strong’ and

‘many of the tasks will involve heavy lifting or grafting’. Figure twenty-two highlights the results:

Figure twenty-two: Chart showing the number of participants that believe if females are capable of becoming successful engineers

The participants were questioned if they were aware of there being a high demand for female learners to study engineering at HE level. The results indicated that majority in this case fifty-nine participants did not know, twelve participants selected

‘No’ and five participants were aware of the high demand.

Finally, the following suggestions were made to help promote HE engineering courses to female learners in FE:



Role models/ guest speakers



Posters/ leaflets



Open days



Introduce at an younger age



3.5 Interviews- FE/HE Staff Members

Six interviews were carried out with HE staff members who were associated with engineering, of which five were lecturers and one worked with engaging learners with the industry as a Business Engagement Consultant. Also four interviews were carried out with FE lecturers.

The following responses were gained when asked how female learners can be encouraged into engineering;

 “Two main things; the basic problem at the moment is there are assumptions and a belief particularly amongst educators, particularly amongst secondary school educators which is probably an indication of population at large, that engineering is dirty, engineering involves overalls and engineering involves hammers. There’s an assumption that you go into engineering so you can work on cars or do welding, that’s not engineering that’s mechanics. People don’t understand that engineers don’t make things, engineers make things happen and that’s not understood at school level. It’s not understood by

Connexions people. So at the moment you got a lot of students that are being pushed towards the diploma route mainly if the school does not believes somebody is going to get high numbers of GSCE’s or of good grades they’re encouraged down the diploma route because it’s the old fashioned idea of academic route, practical route. What they don’t realise is to go into engineering only the academic students can succeed in engineering, when you are talking about the higher level maths and mechanics that are involved in engineering the students who doesn’t go to maths classes and will only go along to the D&T lessons because he get to do welding cannot succeed in engineering because he doesn’t have the analytical skills. So you have got schools that are directing people down to what they think is engineering and the students will get as far as fabrication. The students who should go into engineering are ending up in something completely different ”.

 “I have to say I don’t know this is something that we have struggled over the years, particularly since I’ve been here and try and what can we do encourage more females into engineering in particularly obviously agricultural engineering, off road vehicle design and have never come up with a satisfactory conclusion ”.

 “I think many women are un-attracted to engineering for different reasons really, I think men particularly like gadgets, I think they like to have almost like toys you know things to play with. I think ladies like to see devises that can help people, it’s a reoccurring attitude. I think it’s the benefits of engineering and how it helps people in the community and humanity is promoted more I think that will help ”.

 “It’s difficult, I don’t know what to suggest, I can only go on what I experiences

I had which was when I was still at sixth form college, I got to go on a week residential course at a university which was all aimed at women doing engineering. So Girls from other sixth form we all went and did various projects on different aspects of engineering mechanical, electrical, manufacturing ”.



 “We try and use the female students we have as role models in terms of the images we use across the various buildings and sometimes we write them up as case studies of what their program is, if they are in an apprentice and they progressed to a foundation degree something like that then we write up a case study of what they have done ”.

Participants were asked the type of support system their institute provide for existing female students, the responses given were:

 “Well we allocate them to female tutor, we have had one female member of staff for about 6 years and she’s automatically picked up female people to help them. She also does the mathematics support and mechanics support teaching. In addition to the formal lectures and classes in those we provide extra support class which is optional and she also does one to one support.

So hopefully by giving her female students it will encourage them to take up that sort of support

”.

 “We are very aware of the situation in workshops environment with females and we emphasize to staff and students that the environment in which the students are working must not be threatening to females and that is referring to sort of situations like the use of language, appropriate language and potential harassment by male students and in some instances we’ve provided the females members of staff to act as mentors or role models or just a point of contact so that if the female feels they got a particular problem on a particular engineering program they can contact a female member of staff ”.

 “I don’t think we got any special measures for female learners; we have always tried to give maximum support to females because of the shortage and particularly in agricultural engineering. Nationally its 10% of females we don’t get anywhere near that in agricultural engineering, we have now got two members of staff who are females who will hopefully will give them a role model prior to that it was an all male staff ”.

Most participants had been involved in promoting engineering by visiting colleges, being part of a supporting organisation and carrying out taster sessions for learners.

The following information was provided:

 “I have done quite a lot of promotional work with the college, mainly that consists of getting further education colleges to bring groups of students in and what we would do is give them a talk on engineering sometimes I do and sometimes the course manager does and then we would give them a couple of taster sessions so for instance they would come into a computer room with me and do a simple CAD exercise. Then they might go into the workshop and do more practical things with somebody else ”.

 “We have small piece trust holds, after sessions here and I’ve given a talk to them to try and encourage them to take upon engineering and what we do here in particular which is a mixed male and females ”.



The following suggestions were made:

 To change the marketing department’s perception on engineering and tell them to take pictures of people in overalls and angle grinders out of the prospectus because that is not what higher education engineering was about.

Engineering is about solving probl ems, it’s about hi-tech applications, its moderns, it’s clean and it’s a very good career.



Teach the teachers, if we can get the message into schools that engineering is a good, clean job, it’s about problem solving, it’s about creativity then it will be more attractive to young ladies.



To have more ex-engineers as teachers in secondary schools because when learners went for an HE access interview, the lecturers found that learners do not have a clear idea of what they might do within engineering.



Engineering is missing from the media and is something we need to address.



Poster advertising campaign, role models of female engineers, couple of words underneath that clearly show what engineering is about.

To summarise, findings from the interviews carried out outline the need for making learners aware of engineering and to encourage secondary school staff members to acknowledge the field of engineering so they are able to encourage female learners to progress. Also the marketing of engineering needs changing to help attract female learners.



4. Conclusion

Many colleges and universities are working towards attracting more female learners into engineering. Swansea College worked with JIVE to introduce girls only taster day in 2005 focusing on encouraging girls to consider engineering as a career option before selecting their school curriculum courses. The latest engineering taster day for girls held at Swansea College successfully helped to recruit twelve girls into a Design and Technology course at Dylan Thomas School.

Organisations are also working towards increasing the number of women in engineering. For example, HP sponsor women's leadership and development conferences and have developed material to help attract more female employees.

Chevron Texaco Oil Refinery in Wales adopted an equal opportunities policy which includes working with schools and colleges to attract female apprentices and believe women have a definite place in the industry. (Angela Mason. (2004))

Additionally JCB Academy in September 2010 is set to introduce their first intake of learners aged fourteen to nineteen years across Staffordshire, Stoke-On-Trent,

Derby and Derbyshire. Currently teenagers and parents are being invited to a recruitment road show where hundred and twenty learners will be given the opportunity to join the academy.

An inspiring video clip found on the New Engineering Foundation (NEF) website involving eleven to sixteen year old learners from St Crispin’s school in Wokingham and the London 2012 engineering team. The video highlights learner’s creativity of science and engineering projects where they were set a task to plan for the London

2012 Olympics.

A learner quoted “everything is science, you need to know about and then you know m ore about the world and how to make it better”. This outlines that young learners are aware of the need of science. At the age of eleven, their viewpoints of the future are to create cars that can operate in the air as well as on roads, discover different planets to live on, find a cure for cancer and help reduce pollution.

A GCSE female learner stated to be more interested in practical work than literature based and is interested to pursue a career in Aerospace. However she had to research on the internet about Aerospace as it is not addressed in books. Other learners raised concerns for the lack of media attention for science and engineering and believed you were more likely to see singers, actors and individuals in sports.

Furthermore the video presents two women civil engineers who are working on the

London 2012 project. Saphina Sharif (site supervisor) shares her personal views of how she was inspired by attending an engineering education scheme organised by her school when studying A-levels Maths, Physics and Spanish. Elsie Twumasi-

Mensah (assistant site supervisor) was also inspired by a construction site trip and then returned to see the final product which provided her with great inspiration to do the same one day.

Finally the video has Martyn Lass (site project manager) who strongly believes that roles models are essential and the teaching profession needs to take an interest as they are not advising learners to go into engineering because they themselves are not engineers. (NEF)



The findings from the survey carried out with women engineers for this project has given an good insight to what factors helped these women choose engineering showing that family played a crucial part. The results indicate that schools/ colleges provided appropriate support. Also some useful suggestions were made around how engineering courses can be promoted to female learners in schools/ colleges; importantly educating people of what engineering is, the vast ranges of engineering and its importance in society through having role models, activities held within the school and visits to industrial facilities. Some women engineers surveyed indicated that UAE, South Africa and India have a higher rate of intake of female learners than

UK.

The results from surveys with HE and FE learners indicate that there is a need for informing learners about engineering from a younger age. Many female participants surveyed did not know what engineering involved and those that did answer associated engineering with mechanics. Most learners are not aware of the vast field of engineering and career choices available. Leah Jamieson reports that

“Engineering educators have a role to play; for example, by fostering innovation and connecting engineering to the world, as opposed to a sole focus on the more classic nuts-and-bolts, classroom-only, fundamentalsbased curriculum”. (The Engineer

Online. 2009)

Additionally the findings from this research show that the colleges studied are striving in breaking the typical stereotype of engineering being male dominated by representing female learners in engineering promotions. Many colleges studied have portrayed female learners in prospectus and on websites under the engineering faculty, as illustrated in figure twenty-three:

Figure twenty-three: Female learner shown in engineering and motor vehicle on Burton College website

Computing and Electronics Construction and Electrical Installation

Engineering and Motor Vehicle Manufacturing

Source: http://www.burton-college.ac.uk/courses/fac_tech.asp

The literature review and research carried out show that regardless of all the government policies and supporting organisations, gender inequality still exists in engineering.

“Despite sex equality legislation having been around for over thirty years, discrimination and inequality still exists”.

(Mason. (2004))



Also with over 40 programmes in place to help young learners especially women into pursuing an engineering career, the Higher Education Institutes enrolment numbers are not promising for female learners.

Figure twenty-four outlines the learning materials that are available in UK to help raise awareness about engineering HE education, as career and to enhance general knowledge.



Figure twenty-three: Diagram shows various activities available in



5. Recommendations

The following recommendations have been suggested as an outcome from this project:



LLN to deliver staff development programme possibly across schools, colleges and private training providers.



Information, advice and guidance (IAG) training for teachers to encourage young learners towards engineering careers.



To introduce engineering to female learners from a younger age potentially in secondary school aged between eleven to fourteen years old. A DVD explaining careers within engineering and progression routes to be distributed to schools.



Secondary school teachers and learners to attend HE engineering open days.



To provide support to learners on HE engineering courses using social network tools such as Facebook, Twitter and MySpace.



Information for learners, parents and general public on the ranges of engineering careers available. Best way to portray information is via media and in local public areas.



Employers should continue to engage with young female learners.

For future work the following recommendations have been suggested:



To get secondary schools involved in taking part in surveys/ interviews.



To gather data around employers attitudes to female engineers in the work environment.



To pilot an open day specifically going through engineering careers and demonstration of small projects.



To gain data on parents attitudes to engineering careers.



6. References

Against the tide: gendered prejudice and disadvantage in engineering. Available: http://209.85.229.132/search?q=cache:9iGGB3_yvdsJ:eastanglia.academia.edu/doc uments/0008/6461/Kusku_Ozbilgin_and_Ozkale.pdf+Fatma+Kusku;+Mustafa+Ozbilg in;+Lerzan+Ozkale&hl=en&ct=clnk&cd=3&gl=uk [24/02/2009, 2009].

A new approach to increasing diversity in engineering at the example of women in engineering - european journal of engineering education. Available: http://www.informaworld.com/smpp/content?file.txt [24/02/2009, 2009].

Burton College (n. d.) Welcome to Burton College [online] available from

<http://www.burton-college.ac.uk/courses/fac_tech.asp> [14 August 2009]

Delivering the equality PSA. Available: http://209.85.229.132/search?q=cache:bDTXzIVA9PQJ:www.equalities.gov.uk/PDF/

7877-TSO-PSA_Delivery_Plan.pdf+PSA+15&cd=8&hl=en&ct=clnk&gl=uk

[25/03/2009, 2009].

Equal opportunities. Available: http://www.cepr.org/aboutcepr/policies.htm#Sex_Discrimination [24/03/2009, 2009].

Equal opportunities commission annual report and accounts 2005-2006. Available: http://www.official-documents.gov.uk/document/hc0506/hc14/1423/1423.asp

[20/03/2009, 2009].

Equal opportunities commission annual report and accounts 2006-2007. Available: http://www.official-documents.gov.uk/document/hc0607/hc07/0784/0784.asp

[20/03/2009, 2009].

Genders in/of Engineering. Available: http://209.85.229.132/search?q=cache:eJlOg8pDUMUJ:www.sps.ed.ac.uk/__data/as sets/pdf_file/0020/4862/FaulknerGendersinEngineeringreport.pdf+Dr+Wendy+Faulkn er+genders+in+and+off+engineering&hl=en&ct=clnk&cd=1&gl=uk [24/02/2009,

2009].

Government equalities office annual report and resource accounts 2007-08.

Available: http://www.officialdocuments.gov.uk/document/hc0708/hc10/1002/1002.asp [20/03/2009, 2009].

Human rights annual report 2007. Available: http://www.officialdocuments.gov.uk/document/cm73/7340/7340.asp [20/03/2009, 2009].

JIVE manifesto for women in science, engineering, construction and technology

[online] available from

<http://www.jivepartners.org.uk/documents/JIVE%20ManifestoFINAL.pdf> [10

September 2009]

KARP, T. and BAKER, M.C., 2006. Women in Engineering: Curriculum, Applications, and Networking (WE CAN).

Leah Jamieson (n. d.) The Engineer online: Course hook [online] available from

<http://www.theengineer.co.uk/Articles/311364/Course+hook.htm> [2 June 2009]



New engineering Foundation |NEF tube - engineering views. Available: http://www.neweng.org.uk/media.asp?id=127 [25/02/2009, 2009].

Mason, A. (2006) 'The Gender Equality Duty in SET.... and how to implement it..' UK resource centre for women in science, engineering & technology. , 1,5,7,9

Mody, P.N. and Brainard, S.G., 2005. Successful international initiatives promoting gender equity in engineering, CWIT '05: Proceedings of the international symposium on Women and ICT, 2005, ACM pp5.

R.Dhanasekar, A.Medhekar., "The gender gap in engineering education: a case study from Central Queensland University", World Transactions on Engineering &

Technology Education , UNESCO international centre for engineering education,

Melbourne, Vol 3, page 261-264, Dec 2004.

Takruri-Rizk, H., Jensen , K. and Booth, K., 2008. Gendered learning experience of engineering and technology students. SIGCAS Comput.Soc., 38 (1), 40-52.

The Sentinel (n. d.) Roadshow offers glimpse of JCB's engineering academy [online] available from <http://www.thisisstaffordshire.co.uk/news/Roadshow-offers-glimpseengineering-academy/article-1040824-detail/article.html> [10 July 2009]

The sex discrimination act 1975 | press for change. Available: http://www.pfc.org.uk/node/297 [24/03/2009, 2009].

Wolffram, A., Derboven, W. and Winker, G., 2009. Women withdrawers in engineering studies. 28 (1), 36-49.



Appendix A: Online Survey Sample- Women Engineers

2.

3.

Thank you for agreeing to complete this survey. It forms part of the research project being run by the Staffordshire/Stoke-on-Trent/Shropshire/Telford &

Wrekin Lifelong Learning Network, the overall aim of which is to encourage female learners to Higher Education Engineering courses.

1. Please state your current occupation: ………………………………………………………….

Please state your work organisation:…………………………………………………………...

Have you graduated with an Engineering degree?

Yes No Do Not Know

If yes please identify your undergraduate course and institution you studied at?

…………………………………………………………………………………………………………………………………….

If no please continue to question 8

4. Please specify the reason for choosing to study Engineering?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

5. What source(s) did you use to help decide if Engineering was for you?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

6. How many other female students were on your course?

1 2 3 4 5 6 7 8 9 10 11 + None

7. Would you recommend Engineering to other female learners?

Yes No Do Not Know

If no, why not?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….



8. Have you done any work to raise awareness of Engineering courses/career?

Yes No Do Not Know

If Yes, please identify your approach, location and results?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

9. Has any other family member(s) of yours studied Engineering?

Yes No Do Not Know

If yes please identify how they are related to you?

………………………………………………………………………………………………………………………………….

10. Did your school/ college provide support for studying Engineering?

Yes No Do Not Know

If yes please identify how?

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

11. Do you believe there is a lack of female learners on Engineering courses?

Yes No Do Not Know

If yes please identify how engineering to female learners can be promoted?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

12. Any further comments?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

If you have any questions, please don’t hesitate to contact us:

Dipa Patel


C306 Beacon Building

Stafford




Appendix B: Survey Sample- HE Engineering Learners



1.

Please select your age category: 16-25 26-35 36-45 46-55 56+

2.

Please select as appropriate: Male Female

3.

Please state the University you study at:

…………………………………………………………………………………………………………………………………….

4.

Please state which course(s) you are enrolled on:

…………………………………………………………………………………………………………………………………….

5.

What are your reasons for studying engineering?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

6.

Does your institute use any of the following supporting tools to help you decide on what courses to study at Higher Education?

Provide Prospectus/ online resources

Promote University Open days

Bring in Role Models/ Speakers

Get Connexions involved

Help with UCAS application sessions

Guidance sessions for your parents

None at all

Other Please specify…………………………………

………………………………………………………………………………………………………………………………….

7.

Did anyone speak to you about what courses are available in Higher Education

Engineering?

Yes No Do Not Know

If Yes, please identify the individual e.g. teacher, parent, friend etc

…………………………………………………………………………………………………………………………………….



8.

Do you believe that Engineering is a well paid career?

Yes No Do Not Know

9.

Do you believe that females are capable of becoming successful engineers?

Yes No Do Not Know

If no, what are your reasons? ……………………………………………………………………………………

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

10.

Do you know if there is a high demand for women learners to study engineering at higher education level?

Yes No Do Not Know

11.

Would your parents/partner/spouse support you if you chose to do engineering?

Yes No Do Not Know

12.

What can be done to promote Higher Education Engineering courses to female learners in Further Education?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

13.

Any further comments?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………



Dipa Patel


C306 Beacon Building

Stafford




Appendix C: Survey Sample- FE Engineering Learners



14.

Please select your age category: 16-25 26-35 36-45 46-55 56+

15.

Please select as appropriate: Male Female

16.

Please state the school/ college/ University you study at:

…………………………………………………………………………………………………………………………………….

17.


…………………………………………………………………………………………………………………………………….

18.

What are your reasons for studying engineering?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

19.

Have you considered progressing into Higher Education?

Yes No Do Not Know

If Yes, what sort of course(s) are you considering?

…………………………………………………………………………………………………………………………………….

If No, what are your reasons for not continuing to Higher Education?

…………………………………………………………………………………………………………………………………….

20.








None at all


………………………………………………………………………………………………………………………………….



21.

Did anyone speak to you about what courses are available in Higher Education

Engineering?

Yes No Do Not Know


…………………………………………………………………………………………………………………………………….

22.


Yes No Do Not Know

23.


Yes No Do Not Know


…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

24.


Yes No Do Not Know

25.

Would your parents/partner/spouse support you if you chose to do engineering?

Yes No Do Not Know

26.


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

27.


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………


Dipa Patel, Staffordshire University, C306 Beacon Building, Stafford. ST18 0AD.



Appendix D: Survey Sample- AS/A-Level Learners



28.

Please state your age:

29.

Please select as appropriate:

Male Female

30.

Please state the college you study at:

...........................................................................................................

31.


…………………………………………………………………………………………………………………………………….

32.

Have you considered progressing to Higher Education? Yes No

If so, what sort of course are you considering?

…………………………………………………………………………………………………………………………………….

If not, what are your reasons for not continuing to Higher Education?

…………………………………………………………………………………………………………………………………….

33.








None at all


…………………………………………………………………………………………………………………………………..



34.

Have you considered Engineering at Higher Education?

Yes No Do Not Know

35.

Has anyone spoken to you about what courses are available in Higher

Education Engineering?

Yes No Do Not Know


…………………………………………………………………………………………………………………………………….

36.

What do you think studying engineering at Higher Education involves?

..................................................................................................................

..................................................................................................................

37.


38.

Yes No Do Not Know


Yes No Do Not Know


…………………………………………………………………………………………………………………………………….

39.


Yes No Do Not Know

40.

Would your parents support you if you chose to do engineering?

Yes No Do Not Know

41.


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

42.


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………


Dipa Patel, Staffordshire University, C306 Beacon Building, Stafford. ST18 0AD.



Appendix E: University Enrolment 2008/09 Data

University of Wolverhampton:

Degree

Female

15

Male

199

Grand Total

214

Foundation

HNC

Total

2

2

19

19

48

266

21

50

285

Staffordshire University:

Award Full Title and Prefix Level Gender

BEng ELECTRICAL ENGINEERING

BEng ELECTRICAL ENGINEERING

BEng HONS ELECTRICAL ENGINEERING






BEng HONS ELECTRONIC ENGINEERING






BEng HONS ELECTRONIC SYSTEMS DESIGN

BEng HONS FORENSIC ENGINEERING



BEng HONS MECHANICAL ENGINEERING







BEng HONS MECHANICAL SYSTEMS DESIGN

Dipa Patel & Amelia Rout

1

2

2

3

1

2

P

1

3

P

3

2

3

P

3

3

1

1

2

1

2

2

3

1

2

1

No. of

Students

Male

Female

Female

Female

Male

Female

Male

Female

Male

Male

Male

Male

Female

Male

Female

Male

Male

Male

Male

Male

Male

Female

Male

Female

Male

Female

52 | P a g e

23

1

17

1

2

1

1

1

21

3

1

6

14

1

1

7

1

3

1

9

1

9

2

6

2

2


BEng HONS MECHATRONICS







BEng HONS NETWORK ENGINEERING




BEng HONS PRODUCT DESIGN ENGINEERING

BEng HONS ROBOTICS ENGINEERING

BSc HONS APPLIED TECHNOLOGY

BSc HONS INDUSTRIAL MARKETING




BSc HONS POLYMER TECHNOLOGY

FOUNDATION DEGREE IN APPLIED TECHNOLOGY

FOUNDATION DEGREE IN ELECTRICAL AND ELECTRONIC

TECHNOLOGY


TECHNOLOGY


TECHNOLOGY

FOUNDATION DEGREE IN ELECTRICAL TECHNOLOGY

FOUNDATION DEGREE IN MANUFACTURING TECHNOLOGY



FOUNDATION DEGREE IN MECHANICAL TECHNOLOGY



FOUNDATION DEGREE IN POLYMER TECHNOLOGY



FOUNDATION DEGREE IN TELECOMS AND MANAGEMENT




Dipa Patel & Amelia Rout

Female

Male

Male

Male

Female

Male

Female

Male

Female

Male

Male

Male

Male

Female

Male

Female

Male

Male

Male

Male

Female

Male

Male

Female

Male

Female

Male

Male

Male

Female

Male

Female

Male

Female

Male

Male

Male

53 | P a g e

1

29

3

15

3

15

34

2

2

9

2

16

1

37

26

4

17

1

2

3

6

4

8

4

32

4

21

2

16

1

11

1

3

2

8

1

9

1

1

1

1

2

2

2

1

2

2

2

2

1

1

2

2

1

2

3

P

1

1

3

3

3

2

2

3

2

3

3

P

1

1

1

2

2


Harper Adams University College:

Full course title

FdSc/HND Agricultural Engineering (Extended)

FdSc/HND Agricultural Engineering



FdSc/HND Engineering Design and Development

FdSc/HND Engineering Design and Development

FdSc/HND Off Road Vehicle Design



BEng/BEng Honours Agricultural Engineering




BEng/BEng Honours Engineering Design and Development

BEng/BEng Honours Engineering Design and Development

BEng/BEng Honours Off Road Vehicle Design



BEng/BEng Honours Off Road Vehicle Design 4

BSc (Honours) Engineering Design and Development (top-up) 1

BSc Agricultural Engineering (Pass Degree)

BSc/BSc Honours Agricultural Engineering

1

1




BSc/BSc Honours Agricultural Engineering with Marketing and Management



1

2

3

2

3

4

1

2

BSc/BSc Honours Engineering Design and Development



BSc/BSc Honours Off Road Vehicle Design



3

1

2

4

1


2

3

4

1

2

3

4

1

2

2

3

1

2

3

0

1

2

3

Year

Number of Students

Enrolled 2008/9

1

1

2

3

1

Male

3

3

3

3

8

2

2

11

2

6

9

10

8

10

17

8

7

9

3

3

0

0

0

0

0

Female

1

0

0

0

0

0

1

0

0

0

1

0

0

0

0

0

0

0

1

0

3

5

7

3

1

1

10

4

4

9

0

0

0

2

0

0

0

0

0

0


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