FOCUS FEATURE
When looking at the gender imbalance in engineering, we must understand why it is not considered a career option for many
experts within the operation and control of these systems, rather than the execution of the tasks themselves. This also leads us towards a potential solution for our
second major challenge, which is to consider diversity in the workplace by confronting the expectation and requirements of industry through a cultural shift in the perceived norm across the UK. In order to fundamentally change the perception of engineering and turn it into an inclusive and diverse profession, we need a re-education of everyone – from university to school-aged children, but also parents, teachers and other people in positions of authority. Only by considering an all-encompassing whole career, and whole sector, approach, will it be possible to train a flexible, adaptive and diverse future workforce. No matter how easy this solution might appear on first
glance, it should not be underestimated. Even though, according to the Office for National Statistics, we are in the throes of a demographic dip until 2020, we will then see a rise in the number of 18-year-olds year-on-year beyond that. This will potentially mean more young people with an expectation that they are deserving of a university education rather than a vocational, on the job, training programme and, possibly, a higher expectation of entering into white collar professions rather than traditional blue collar opportunities opening up to them. This mismatch of expectation with available jobs is one element to this challenge. The other element is building an environment that is inclusive to individuals from all manner of different backgrounds. If we consider simply the gender balance between males
and females in the engineering workplace, we must begin by looking at why engineering is not considered to be an option by so many. When one thinks of the re-education of school-aged children, to encourage them to choose subjects that will enable them to go into a career in engineering, one might assume that age 14 is a perfect age to target with initiatives and activities. This is just as the GCSE subject choices are made. However, research has shown that children as young as eight-years-old have already made a decision for or against an engineering or science-based career. This is particularly pertinent when considering the gender imbalance across the sector because, if girls are switching off to the possibility of studying STEM-based subjects from such a young age, then beginning to provide activities and events at age 14, which is a comparatively late stage of their education, is fruitless. In addition to the exposure to industrial engineering and STEM-based outreach activities, young people need to have
44 business network April 2018
‘If girls are switching off to the possibility of studying STEM- based subjects from such a young age, then beginning to provide activities and events at age 14 is fruitless’
positive role models – portrayed through the media as well as more tangibly in the home, the classroom and the wider educational network. Again, initiatives are in place with fantastic schemes such as the STEM Ambassador network and other societies and charities such as Robogals, WES and activities run via the professional engineering institutions. However, without positive affirmation from adults in positions of responsibility and authority, these initiatives will never cause the required cultural shift to engage a more diverse engineering workforce. So, in conclusion, why do we need a “Year of Engineering”? Engineering and, more specifically, manufacturing in the UK are core industrial sectors that are worth millions of pounds to UK GDP every year. This sector alone accounts for a wide range of employment opportunities across the 600,000+ engineering enterprises within the UK and their importance should not be underestimated. However, to ensure their future and to provide a flexible workforce capable of responding to changes in market trends we need to begin to confront cultural misconceptions, to promote the role of engineering professionals and to begin a process of creating a profession that is open to all people, whatever their skill set or interest. If 2018 can be the year that sees the challenges begin to be confronted and be the year where these changes begin to take shape, then this initiative is timely and invaluable. I for one am privileged to be part of it.
ABOUT LAURA Dr Laura Justham is a senior lecturer within the Wolfson School of Mechanical, Electrical and Manufacturing Engineering at Loughborough University. Following a PhD in Manufacturing Systems and PDRA work in the Electronics Manufacturing and Sports Technology industries, her work is currently focused in High Value Manufacturing and Advanced Manufacturing Processes research. This involves work in areas such as structure mounted automation, mobile robotics and the development of adaptive and flexible manufacturing processes. In addition to her academic responsibilities she is the academic sponsor for the LU Women’s Engineering Society, taking an active role in events run by the society to support prospective and current female engineers.
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