Enhance the Attractiveness of Studies in Science                and Technology Attracting students to studies in ST&E     ...
Summary   Goals   Participant Institutions   Recruitment and Access System   Initiatives   Field Trials Results   Go...
Goals
Participant Institutions
Recruitment and Access Systems
Recruitment and access systems: Calendar         Recruitment strategies differs in the application period.   Field trials ...
InitiativesThe initiatives were collected among the project partners between 2010/11 and 2011/12.
Initiatives: National Level
Initiatives: Institutional Level
Initiatives: Gender breakdown
Field Trials/QuestionnairesQuestionnaires: entrant and secondary students   • Each partner had the freedom to adapt the qu...
Field Trials/QuestionnairesCommon topics of questionnaires:   Area of study in secondary education;   Parental background;...
Field Trials/QuestionnairesSampling Process    All results presented take into account the students’ total.
Field Trials/QuestionnairesResults: Secondary Students
Field Trials/QuestionnairesResults: Secondary Students
Field Trials/QuestionnairesResults: Secondary Students
Field Trials/QuestionnairesResults: Secondary Students
Field Trials/QuestionnairesResults: Entrant Students
Field Trials/QuestionnairesResults: Entrant Students
Field Trials/QuestionnairesResults: Entrant Students
Field Trials/QuestionnairesResults: Entrant Students                                   21
Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer Entrant students    ...
Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer entrant students
Field Trials/QuestionnairesResults: Secondary students who study S&T/E vs. Entrantstudents’ perceptions
Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
Stakeholders’ Recommendations• Develop resources to support key influencers: guidance  counsellors, maths and physics teac...
Good Practises• Promote STEM courses among the youngsters;• Support teachers training and development in S&T;• Enhance wom...
Main Conclusions• The overall picture of engineering significantly differs from country  to country.• The opinion of femal...
Issues for Discussion• How relevant are the WP7 main objectives?• Are the results consistent with your previous knowledge ...
ThankYou
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Attracting Students to Studies in Science, Technology and Engineering Education

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The aim of this section is to exchange ideas and experiences from previous work and actions in this area. The first part will be devoted to an inventory in order to better describe the present situation at participating universities. The second part will be focused on the development of new ideas, directly focusing on how to bridge the gap between the secondary school and the university- aiming for new (cost efficient) models for cooperation.

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Attracting Students to Studies in Science, Technology and Engineering Education

  1. 1. Enhance the Attractiveness of Studies in Science and Technology Attracting students to studies in ST&E education WP7 Results 2012-10-04 Carla Patrocinio, Pedro Lourtie, IST
  2. 2. Summary Goals Participant Institutions Recruitment and Access System Initiatives Field Trials Results Good Practises & Recommendations Concluding Remarks
  3. 3. Goals
  4. 4. Participant Institutions
  5. 5. Recruitment and Access Systems
  6. 6. Recruitment and access systems: Calendar Recruitment strategies differs in the application period. Field trials development period had to be adapted to each country.
  7. 7. InitiativesThe initiatives were collected among the project partners between 2010/11 and 2011/12.
  8. 8. Initiatives: National Level
  9. 9. Initiatives: Institutional Level
  10. 10. Initiatives: Gender breakdown
  11. 11. Field Trials/QuestionnairesQuestionnaires: entrant and secondary students • Each partner had the freedom to adapt the questionnaire to its own country provided that the minimum dimensions were satisfied.Specific topics for entrant students: • Moment in time when students decided to undertake an engineering program.Specific topics for secondary students: • Decision to follow tertiary studies, more precisely engineering. • Chosen area of studies.
  12. 12. Field Trials/QuestionnairesCommon topics of questionnaires: Area of study in secondary education; Parental background; Effort required to undertake an engineering programme; Perception of the engineering profession, in terms of the: Importance for the country development; Difficulty; Pay level; Recognition by the employers; Access to the labour market.
  13. 13. Field Trials/QuestionnairesSampling Process All results presented take into account the students’ total.
  14. 14. Field Trials/QuestionnairesResults: Secondary Students
  15. 15. Field Trials/QuestionnairesResults: Secondary Students
  16. 16. Field Trials/QuestionnairesResults: Secondary Students
  17. 17. Field Trials/QuestionnairesResults: Secondary Students
  18. 18. Field Trials/QuestionnairesResults: Entrant Students
  19. 19. Field Trials/QuestionnairesResults: Entrant Students
  20. 20. Field Trials/QuestionnairesResults: Entrant Students
  21. 21. Field Trials/QuestionnairesResults: Entrant Students 21
  22. 22. Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer Entrant students 22
  23. 23. Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer entrant students
  24. 24. Field Trials/QuestionnairesResults: Secondary students who study S&T/E vs. Entrantstudents’ perceptions
  25. 25. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  26. 26. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  27. 27. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  28. 28. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  29. 29. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  30. 30. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  31. 31. Stakeholders’ Recommendations• Develop resources to support key influencers: guidance counsellors, maths and physics teachers;• Analyse on-going/successful initiatives to attract secondary students to STEM studies;• Identify best practices in recruiting/training teachers;• Recognize the importance of peers as influencers;• Explore the use of engineer role models;• Explore the value of engineering as an “education” rather than a “career”.
  32. 32. Good Practises• Promote STEM courses among the youngsters;• Support teachers training and development in S&T;• Enhance women’s participation and role;• Promote engineers role models;• Increase general public awareness about S&T importance.
  33. 33. Main Conclusions• The overall picture of engineering significantly differs from country to country.• The opinion of female students tends to be in accordance with male students’ views in secondary school, with the former more pessimistic about the contribution of engineers to the country’s development.• The percentage of university entrants having chosen engineering after 10th grade is higher than that of secondary students who considered it after 10th grade. This suggests that students who take up an engineering programme postpone their decision.
  34. 34. Issues for Discussion• How relevant are the WP7 main objectives?• Are the results consistent with your previous knowledge about the students’ perceptions of STEM studies?• Given the countries’ different realities, do you think that using similar strategies to attract students is relevant?• How may the WP7 results influence the decision making?• What would you change in this specific work package?• May the recommended actions have a positive impact in attracting student to STEM studies?• Do you have any other suggestions?
  35. 35. ThankYou

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