Department for Transport

Engineering research

Topline report

September 2016

Contents

• Background and objectives

• Key themes

• 1. Engineering is not salient as a career

• 2. Perceptions of engineering are narrow

• 3. The breadth of engineering is surprising

• 4. Making engineering inspiring

• 5. Making engineers aspirational

• 6. The role teachers can play

• Conclusions and key thoughts

Background and Objectives

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Research summary

Leeds

London

Birmingham

Methodology Number of sessions Location

Workshops with children Six North, West Midlands,

South East

In home depths with

families

Three North, West Midlands,

South East

Group discussions with

parents

Two North, South East

Group discussions with

teachers

One London

Key Objectives

• Understand key motivations and opinions about a future career (a desire to improve the

world, to see the world, to be creative, to make money etc).

• Rank in order of importance, the existing barriers to considering engineering as a career

• Understand the role parents/teachers/other influencers play in forming these opinions

• Inspire with different ways of thinking about engineering (inspiring role models, diversity

of roles, using innovative technologies, applying your own creativity etc). In order to

understand how to positively influence their attitudes

Research sessions took place between 18th August and

1st September 2016

Moderating, analysis and reporting by Keisha Herbert,

Lucy Banister and Lucy Foylan from The Nursery

Research and Planning

Manchester

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5

Sample details

All participants

• To be non-

rejectors of

engineering

as a future

career

• To be creative

& articulate

• Exclude

parents who

work in the

engineering

sector

• Children to be

starting either

Yr 5/ 6/ 7 in

September

(good spread

of ages 9-12)

Workshops with children:

• Children to go to a range of different schools

• Children to be recruited in same-sex friendship pairs

At least one child in 2 separate friendship pairs per group to have an interest in…

• Year 5 – Lego and/or Minecraft

• Year 6 – Lego and/or Minecraft, and / or D&T, science or tech subjects

• Year 7 – D&T, science or tech subjects

Discussion group with parents/teachers:

• Parents to children aged 8 - 12 (aim for a mix)

• Ideally teaching to years 5, 6, 7 (aim for a mix)

• Max. 2 per school

• At least 3 men and 3 women in each group

Discussion groups with parents:

• Parents in the groups to be parents to the children in the workshops

• 50:50 split of mums and dads

• Work in a range of professions

N.B Parent groups and children workshops to be conducted simultaneously

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Sample breakdown

Workshop Gender Parent SEG Year group Location

1 Girl BC1 Year 6 North

2 Boy BC1 Year 7 North

3 Boy C2D Year 6 West Midlands

4 Girl C2D Year 5 West Midlands

5 Boy BC1 Year 5 South East

6 Girl C2D Year 7 South East

Workshops with children:

Parent group discussions:

Group Gender Corresponding children workshop Location

1 Mix 6 (year 7 girl C2D) South East

2 Mix 2 (year 7 boy BC1) North

Parent/teacher discussion:

Group Gender Location

3 Mix London

Key themes

1.Engineering is not salient as a career

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Engineering is not front of mind for our audiences

When we discussed careers with parents and teachers and children we were surprised to see that engineering was not a career that emerged spontaneously

It was a career that most children were aware of but requires some explanation

Parents and teachers had positive perceptions

A good job

Well paid

• None of them would be anything but pleased if their children / pupils announced they wanted to be an engineer

But it was never something that came up spontaneously

• And hence parents less likely to think of engineering as a career they might direct their children towards

Engineering more salient for some of the secondary school teachers (and we did not speak to many!) because of the subjects they taught (geography, chemistry)

I know engineering is a good

profession, it’s kinda like

being an architect or

something but if I’m being

honest I always forget about it

because I don’t know many

engineers

Mum – Manchester

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You can only aspire to what you know, whether you’re

a child…

Children typically aspire to careers that they come into contact with regularly / perceive to be exciting

• Parents want their children to find something they will make them happy and fulfilled

• And tend to use their children’s interests as the start-point

1. What their families / family friends do (if they are the kind of careers that a child could understand)

• Sadly teachers who taught children in deprived areas commented that often their aspirations could be relatively low: eg working in McDonalds

• Or even illicit I want to be my like my brother, don’t know what he does but he always has lots of money

2. What they come across in school and through the healthcare system: dentist, doctor, nurse, vet (particularly girls), teacher, and also police and firefighters (media, school visits), lawyers (media)

3. What they are exposed to by the media: footballer, dancer, actor, singer, fashion designer, make-up artist,

My son is fascinated by

firefighters and it’s been

ever since he had some

come and visit his

school. Now all I hear is

‘when I grow up I want to

be a firefighter’ or

sometimes it’s

paramedic…saving

people’s lives

Mum - Leeds

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…or a parent

Parents claim not to push their children towards any specific career

• They say they want their children to be happy and fulfilled

• To choose something they will like doing and have a chance of being good at

But children are individuals and have their own specific interests

• So it is easy for parents to extrapolate from those and encourage children in the direction suggested by their interests

• Although if a child wants to be a footballer or a fashion designer they know that they will need to manage these aspirations carefully

And of course both parents and children end up being influenced by the careers they know about / highly salient

The conventional high status careers are those like medicine, the law, accountancy

All I want is Jess to be happy

and I would be happy with

whatever she wants to do.

She’s always been interested

in the dentist, she likes how

they count the teeth so we

suggested why not think

about becoming a dentist so

she’s currently thinking about

that.

Dad – London

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What this means for communications

We feel that the biggest issue that engineering confronts is its lack of saliency

• For such a crucial job it lags far behind other professions

• Such as doctor, lawyer, accountant

And this low saliency is consistent across parents and teachers

• And therefore we feel society as a whole

We feel that as a career it would benefit from a sustained and consistent effort to raise awareness of what it is and how important it can be

• Children can’t aspire to a career they hear little about

• And parents / teachers less likely to encourage children in the direction of a career that is low saliency

This would suggest that there is an opportunity for a high profile broadly targeted campaign (like those seen for the armed services)

• Although we appreciate that that’s an ambitious task

2. Perceptions of engineering are narrow

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Engineers are felt to be born, not made….and tend to

be male

Strong feeling that engineers are born not made

• Parents felt that unless their child is actively pulling apart the radio then they probably would

not and could not be an engineer

• And that those kinds of children are invariably sons rather than daughters

No-one would want to stand in the way of their daughter being an engineer

• Indeed parents would be particularly proud of a daughter that broke into a male-dominated

profession

But the parents we spoke to often felt their daughters were not interested enough in ‘how things

worked’ or more interested in more conventional ‘feminine’ things

• Fashion, make-up etc

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Perception of an engineer broadly consistent across all

audiences

White middle aged man (always a man)

• Either in overalls or at a computer

Likes finding solutions to problems

• Usually transport-related!

• Fixing things

Not that keen to socialise, happier with things than

people

Limited understanding of the different types of engineers

He’s a man who likes to fix things

and he’s wearing overalls. I don’t

know why he’s a man, he just is

10 year old girl - Leeds

I’ve got Frank. Here it is - an

engineer for British Airways.

Plane-spotting, he likes plane-

spotting, stamp collecting, internet

clubs and quiet time. They hate

loud music and nightclubs and

they earn £60k

Mum, London

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Well paid and well qualified

Seen as a steady, secure career

• Engineers are to be respected, rather than aspired after

Universally seen as well paid

• Engineers could live comfortably and look after themselves

For which you would need to be well qualified

• Lots of studying

• Always for graduates

A profession for the few, rather than the many

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Perceptions of a ‘typical engineer’

Parents and teachers Children

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Broader than you think

Perceptions of engineers divided into two types

• More manual (esp when considered in the context of transport)

• Or more professional

And whilst parents and teachers were aware of different types of engineering

• Electrical, structural, mechanical

The breadth of the profession always had to be prompted

• And all targets surprised when we showed the stimulus at the broad range of different kinds of engineer that existed

Greater awareness of the breadth of the profession amongst secondary school teachers teaching relevant subjects

• But then focussed on more graduate-entry level opportunities

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More pathways to entry than perceived

Parents and teachers always saw engineering as a graduate profession

Tend not to think of apprenticeships as also being a pathway into engineering

• But on consideration makes sense

The potential attractions of apprenticeships in general was a point of discussion amongst the parents we spoke to

• Sense that many students leaving university with a degree

• But also with substantial debts

• And no proper job to go to

Making apprenticeships potentially more appealing

• Opportunity for engineering to communicate its breadth

• And the many pathways to entry

• Not just for the academic

I can see some kids who don’t quite

have the grades to get into more

academic professions getting into

this if they have the opportunity to

take the apprenticeship route

Teacher, London

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What this means for communications

Crucial for communications to show how many different kinds of people become engineers

• People who look like everyone else, women as well as men

• And people who don’t always wear glasses and have a normal social life

• Important for the women

And crucial to communicate the breadth of the profession

• For a wide range of people

• Not a narrow group of nerds

And that there are a range of entry-points

• Widening opportunities

3. Breadth of engineering is surprising

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Pen portraits challenged narrow view of engineering

Engineers perceived to be primarily practical and fix/build things such as transport or buildings

• Limited knowledge of other career types

• Or breadth of skillset required to be an engineer

Pen portraits were able to highlight the different types of engineers

• Which was surprising for all audiences

• And positively perceived

Pen portraits were also able to challenge who can be an engineer

• Men and women

• People from all backgrounds

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Pen Portraits

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Pen portraits offer a powerful way to connect

Pen portraits allow the audience to make an emotional connection with the

role

• Encouraged to put themselves in the position of the protagonist

• Opening up and helping them to explore a specific engineering role

Particularly important for girls to see women in these roles

• Especially more ‘feminine’ looking women

• In order to help them identify

• If you can’t see it, you can’t be it!

But the individuals need to look driven, interested and attractive

• May seem reductive but unlikely to want to identify with people who

are not looking their best

• And look able to communicate their passion for their job to others

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Female engineers challenged gender stereotypes

Girls were able to see an engineer as something they could aspire to be.

It encourages the thought that anyone can be an engineer

I’ve seen that there are

other female creators as

well as males, so I’ve kind

of changed my opinions on

engineers.

11 year old girl – London

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Aerospace engineering is fascinating

Children are fascinated by space

• Key figures such as Tim Peake has influenced the

appeal of space amongst boys and girls

Many children however only consider being an astronaut

when thinking about jobs linked to space

An aerospace engineer is both surprising and engaging for

children

• It feels more accessible than becoming an engineer

Furthermore building something that can go into

space is impressive

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Structural and maintenance engineering are not

instantly engaging

Traffic maintenance engineering was initially

unclear for children

However once explained it enabled children to

understand how the traffic system functioned

But… it didn’t feel as impressive as other

engineering roles

Interesting structures are engaging for them

Building something is easy for them to comprehend

• And fits with preconceptions of engineering

The Shard however is less well-known so doesn’t capture attention

• In the same way as some the engineering excellence examples

Shard and Roma would be more appealing for children if the engineering process behind the building was detailed to them

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Tech is strongly engaging and elevates perception of

engineering

Tech is not commonly associated with engineering

• Challenges stereotypes of engineers

• Especially for parents and children

• Once linked to relatable examples as e.g. building games/ iPhones etc. it feels credible for all

audiences

Children are digital natives and tech features heavily in their world

• Learning to code is common within schools from year 4

• And popular for both boys and girls

Linking engineering to tech instantly engaged children

• And made engineering feel both exciting and desirable

• A career path in a topic they are very familiar with and interested in

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Response to tech engineers

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Design and sound engineers were the most surprising

Design and music are seen as highly creative

Creativity was not spontaneously associated with engineering

• Design and sound mixing engineers were more surprising for all audiences

Engineering is commonly associated with STEM subjects by parents and teachers

• Not art or music

Helped to challenge perceptions of engineering

• Career pathways and skills needed to enter the industry

Expanded children’s understanding of engineering

• And awareness of career paths linked to art and music

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Nicolaus’ story is inspiring because of the human

element

Robotics is a highly engaging topic for all audiences

• Especially children

• It’s high tech, modern and future focused

The connection between robotics and engineering was easy to make

• Building/ fixing something

Children were inspired by the robot’s purpose

• To help with disaster relief

• Mattered a lot to this age group

This example positioned engineering to the children as a ‘softer’ and

caring profession

• And acted as a positive entry point for young girls in

particular

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Motorsports engineering does not engage girls

As expected motorsports engineering was

interesting for boys

• But it was difficult to engage girls even

after further explanation

Girls are more interested in car design than the

mechanics of cars

• Such as interesting body shapes and

doors

Motorsports engineering is thus a pen portrait which

could divide children

• And further cement the thought that

engineering is for men

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Some sectors raised questions for parents

Manufacturing and systems management were viewed with less enthusiasm

• Job seemed more humdrum

• No suggestion of contributing to something new and different

• Sense that these people may have been given the title ‘engineer’ to elevate their status (without perhaps fully deserving it…)

Construction (railways etc.) in these examples perceived as too low qualified to be aspirational

• Not something you necessarily aim for

• Dirty, badly paid, long hours and possibly dangerous

Some concerns around nuclear engineering were also raised

• Danger of working in close proximity to radioactive materials

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… and were less engaging for children

It would be fun being

outdoors on the tracks and

making stuff but it’s not as

exciting as making part of a

spacecraft or something like

that

10 year old boy -

Manchester

Does she just press lots of

buttons all day? How is

that engineering?

9 year old girl – Leeds

He doesn’t look like he

makes chocolate

bars…and don’t they have

robots to put the wrappers

on now.

10 year old boy –

Birmingham

35

What this means for communications

Breadth of engineering makes it appear more accessible

• Different types of engineering require varying different interests

Linking engineering to tech is essential

• Elevates perceptions of engineering

• Positioning it as an exciting, progressive and desirable industry

• Strongly engages children as well as parents and teachers

• Motivating for both boys and girls

Having a range of different people across types of engineering is vital

• So all audiences can see the range of people who could be an engineer

• Stereotypes can be challenged

• And both boys and girls are engaged

4. Making engineering inspiring

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Engineering is as important as architecture

The pivotal role that engineering has played in iconic structures is surprising but

inspiring for all audiences

• More usually seen as examples of impressive architecture

• Than impressive engineering

Need to find the right way in

• Not just a facts and figures

• But a question to stimulate thought

Have you ever wondered why a bridge stays up?

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Engineering excellence examples inspire

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Current and relatable examples instantly engaged

children

Children are highly engaged in the Olympics (sport), cars and films

• They are current, popular and feature heavily in their

worlds

Highlighting the engineering behind the examples is interesting for

children

• And an easy route into the world of engineering

Learning more detailed information about examples they are already

interested in is a bonus

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Prosthetic limb creation was the most inspiring

Prosthetic limb creation was highly engaging

Children were very familiar with prosthetic limbs

• School visits from Paralympic athletes

The association between engineering and social good was inspiring for children

• Humanised engineering

Helping others is something young children value highly

• Particularly young girls who were typically more nurturing than boys

• Felt like a positive way to engage young girls in engineering

Furthermore many linked prosthetic limb creation to robotics

• Positively engaging aspect of engineering for both boys and girls

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How things work…

Children are at their most inquisitive aged 9-12 years

• They are attempting to logically make sense of the world around them

Engineering excellence examples were most engaging for children when the process of construction was presented

• Deepened understanding of engineering

• And breadth of skills utilised by engineers at each stage of the process

Children were able to understand how engineering was used

• It was not always enough to simply show children an example of engineering excellence

This was particularly true for examples which didn’t initially engage

• E.g. London Eye, football stadiums, Channel Tunnel

• But the engineering process presented something new and exciting

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Tim Peake’s mission was familiar but still engaging

Astronauts and space are intriguing for children

• It’s an unknown world which encourages children to question why

Most were familiar with Tim Peake’s role as an astronaut

• And could give details of interesting facts about his latest mission

Primary school teachers mention vast use of Tim Peake content in lessons

There’s so much info and resources centred on his mission and the children find it fascinating

Didn’t perceive him to be an engineer

• However a focus on building/fixing the international space station is an easy way in to engineering

• Allowed it to feel more credible

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Strongly engaging once the process of construction

explained

Most children familiar with Channel Tunnel

• But little initial interest towards it

However once simple questions were answered

• E.g. why didn’t the tunnel fill with water?

• And the process was explained children found it fascinating

Understanding the design, creativity and testing processes that went into its construction was strongly engaging

The Channel Tunnel was also a motivating example of the significance of engineering in the world

• Changing the world, thinking big, being creative etc.

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What this means for communications

Engineering excellence examples are inspiring for all audiences

• They highlight how pivotal engineering is within society

• And should be used to build saliency around engineering

Examples of engineering in areas where children are already engaged is an easy way in

Focusing on ‘how things work’ will engage children in a wide range of examples

• Even those that are not initially engaging

• And allow them to understand exactly what engineering involves (stages) and what it can produce

Events where children are able to see a piece of engineering in process would fascinate children

But… there is also an opportunity to bring everyday examples of engineering to the forefront

• Not just the big iconic buildings

5. Making engineers aspirational

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Qualities feel credible and aspirational

Qualities of engineering were aspirational

• Held in high regard by children and strongly encouraged in schools (primary school)

Qualities elevated perceptions of engineering

• Felt exciting, progressive and impactful

All of the qualities felt credible for engineering on reflection but not salient

However qualities felt even more credible once pivotal role of engineering and types of engineering had been presented

Examples of engineering excellence enhanced when parents and children made to think of the qualities held by the engineers who produced them

CURIOUS

INQUISITIVE

CREATIVE

FIND SOLUTIONS

TO PROBLEMS

BIG THINKERS

CHANGING THE

WORLD

WORK AS PART OF A TEAM

IMPROVING

PEOPLE’S LIVES

WELL PAID

USING YOUR

IMAGINATION

MAKE THINGS

47

Qualities mapping

CURIOUS

INQUISITIVE CREATIVE

FIND SOLUTIONS

TO PROBLEMS

BIG THINKERS

CHANGING THE

WORLD

WORK AS PART OF A TEAM

IMPROVING

PEOPLE’S LIVES WELL PAID

USING YOUR

IMAGINATION

MAKE THINGS

Front of

mind Not front of

mind

All qualities feel credible for engineering and are qualities valued by children and

promoted in school (primary)

It is therefore important to focus on qualities that are less front of mind in order to

challenge perceptions of engineering.

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Improving people’s lives vs changing the world

Improving peoples lives and changing the world were highly engaging qualities

• Both positionings elevated perceptions of engineering

Improving the world highly appealed to girls

• Humanised engineering for them and tapped into their more nurturing side

Boys however found the idea of changing the world strongly motivating

• Felt more impactful

When choosing which events/pen portraits most reflected these qualities both boys

and girls chose the prosthetic limb and robots

Opportunities to frame engineering in ways which engage both boys and girls is

essential

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Qualities helped children to picture themselves as an

engineer

If children perceived themselves to possess some of these qualities easier for them to see themselves as an

engineer. It created more of an emotional attachment to a career in engineering

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Well paid is an appealing quality for all audiences

Children are extremely money conscious

• Hear parents talking about money

• And prominence of salaries in the media e.g. footballers

Being well paid is important for children and something they openly admit

Furthermore parents hope their children will have comfortable lives

• Which is what well paid jobs offer

The perceptions of engineering being a rounded and well paid career is appealing for parents

• Means children will be financially comfortable and fulfilled

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IET film was not seen to capture the excitement and

energy of engineering

Film didn’t capture any of the excitement of engineering or display the qualities of creativity, problem-solving, imagination

• Not portrayed as the more rounded profession that the other stimulus suggested

Colours and tone are dark and reflective

• Sombre colour palate didn’t feel eye catching

Characters perceived as quite insular and solitary

• No dialogue

• Mostly thinking/working alone, girls in particular put off by this

• Felt quite inward looking

Feeling that it is unlikely to capture the imagination

• Didn’t feel inspiring

• Unlikely to draw attention unless parent or child already has a strong interest in engineering

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What this means for communications

The qualities of an engineer are familiar and aspirational for children

• Can make engineering more accessible and desirable for children

Positioning engineers as having a broader range of qualities and aptitudes is important

• Needs to be come through every message

Opportunities to frame engineering in different ways for both genders

• E.g. improving people’s lives vs. changing the world

6. The role teachers can play

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In primary schools it’s ‘jobs’

Primary schools do not offer ‘careers’ training as such

• But they talk about ‘jobs’ all the time

• And they want pupils to be aware of all the different jobs there are

out there and how you get into them

Like parents, teachers want their pupils to be exposed as many different

influences as possible and to find the interest that excites them / turns them

on

They want (and know they can) inspire

• But they are also take pains to make children aware of what they

need to do to reach their goals: work hard, practice, meet people who

can tell you about that job

• And to ensure that they know that certain careers are only for a tiny

proportion of exceptional people

• Wary about encouraging them to follow impossible dreams

Today we’re going to be

web designers or Today

we’re going to be artists

Teacher – London

What’s your plan B? Do

you know what you have

to do to become a

footballer?

Teacher – London

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Under their noses all the time

Primary school teachers felt there were real possibilities in exciting children

about engineering if presented in the right way

Indeed many of the activities they got their pupils involved in were in fact all

about engineering

Esp true of design and technology, on reflection teachers realise that design

and tech is engineering

• They do a lot with computers

• But do not label it as engineering or make the children aware that it is

And all children seemed to love tech

• Coding is taking in off, crucially with boys and girls

Sometimes we say to

children, ‘let’s build a

bridge out of boxes’,

that’s engineering, but

we never call it that

Teacher – London

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Primary schools: activities, outings, visits

Teachers like to take their children on trips and outings

• So anything connected with engineering would be welcome

But trips can be difficult to organise, sometimes frustrating and teachers sometimes wonder how much the children get out of them

They felt the best option is actually visits from those people who actually do the job

• This happens all the time with the emergency services, it’s part of their remit

• But visits from other people depend entirely on who knows who and any links the school may have with employers

But nothing beats a real person able to explain their job in an interesting and engaging way to inspire the children

• And engineers should surely have plenty to show and tell

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Secondary schools: careers

Secondary school teachers are focussed on helping children choose

GCSE / A level subjects, and then on to choosing courses at

university

• And some of those subjects will of course lead more

directly to a career than others

• Eg sciences

In secondary schools, certain subjects are designed to deal with

work and the future

• Citizenship and PSHE

• But it’s up to the individual teacher how useful and

applicable these sessions are

• Platforms like Fast Tomato offer support and guidance

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Secondary schools: careers

Careers advice is not seen as particularly helpful (and never has been!, everyone laughs about

the career advice they received at school)

• And it is one of the services that has suffered from recent cut-backs

Some activity as part of the current STEM promotions

• Focussed on girls, but not much apart from that

As with primary schools secondary schools value real people who can talk about their real

careers

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What this means for communications

Different pathways need to be communicated to teachers and parents – show there is progression in

the field

Important for the breadth of engineering, variety of skills required and range of access points into the

industry to be communicated

• This will challenge the idea that only highly intelligent and privileged children can enter the

profession

• And allow the engineering career path to be shown as more accessible.

Conclusions and Recommendations

61

Key conclusions

Engineering is everywhere and nowhere

For something so crucial to the way the world works it is surprisingly low-key

On reflection parents and teachers see how ubiquitous it is

• Holding up the fabric of our world

Need to open up everyone’s eyes to how important it is

• It’s not just Crossrail and the Channel Tunnel it’s every road we cross, every bridge we pass

under, every building we go into

• As well as every piece of tech we handle

Engineering is everywhere

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Key conclusions

Just as the scope of engineering is much broader than we think so the kind of person who can

become an engineer is much broader than we think

In popular culture engineers are seen to occupy a narrow area

• And to be a very specific type of person

• E.g. the nerd

Whereas in fact engineers are everything we want to be

• Creative, imaginative, problem-solvers, team-workers

• And they achieve things that help people and change our world

Even the most un-practical of us has a little bit of engineering in us

Everyone is an engineer

63

Key conclusions

From our perspective we think the opportunities lie in a big broad campaign that re-frames engineering

• There are opportunities to target sub-groups more specifically

But the similarities between the perceptions of teachers, parents, children remain greater than the

differences

The areas of engineering that attract children are the same that attract adults

• Tech, the Olympics, robots, prosthetics, super-cars (esp boys and men)

64

Thought starters

Engineering is everywhere

Opportunities for events / road-shows / games

School activities

65

Thought starters

Everyone’s an engineer

Targeted campaigns at girls

But opportunities for children across the board

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