Australians not wanting to be engineers is a sociocultural problem that requires a multi-pronged approach, according to a leading Australian academic.
This article was originally published in the November 2024 issue of create with the headline “Building engineering’s reputation”.
Karen Whelan is acutely aware that engineering and mathematics have a reputation problem among Australia’s young people, and she finds it incredibly frustrating.
The Associate Dean of Learning and Teaching in the Faculty of Engineering at Queensland University of Technology (QUT) said it is a sociocultural problem.
“There are simply no heroes for them to look up to,” she said. “Look at the narratives in mainstream media. We have radio shows and podcasts about health, science and law. We have very little on engineering.
“Movies portray scientists as wonderful and exciting characters. Engineers, however, are rarely represented, except for characters like Howard in The Big Bang Theory, who’s not exactly desirable.”
An engineer and self-confessed “maths geek”, Whelan believes that a teacher’s passion can instil a love for a subject in students. Unfortunately, many high school teachers in maths, which is crucial for engineering, are not even qualified in the subject.
According to a 2021 report on Australia’s teaching workforce, around 40 per cent of high school maths teachers are teaching out-of-field. Another 2021 study shows that Year 8 students attending affluent schools are more likely to be taught by specialised maths teachers (54 per cent) compared to their counterparts in disadvantaged areas (31 per cent).
Mathematics and engineering are so often “associated with a masculine thinking”, Whelan added. “They don’t attract a diverse group of people. Many believe you are either good at maths or you’re not. That’s simply not true. Anyone can excel in maths. With high-quality teachers and the right approach, it’s a beautiful and wonderful thing to study.”
Adding to the problem is a general confusion about what engineers actually do.
“People think engineers just build bridges. They associate engineering with hard hats and dirty work. Potential students link them with the problems of industrialisation, not realising that engineers are part of the solution to climate change.
“Engineering is all around us. Everything from your car to traffic systems to a Mars bar all needed an engineer at some stage of their development.”
This lack of passion for the profession has led to a shortage of homegrown engineering talent that Whelan describes as “dire”.
While university attendance grew between 2001 and 2021, the percentage of students choosing to study engineering has remained stagnant, she said.
It comes as Australia’s Future Made in Australia policy, aimed at utilising Australia’s natural resources for a clean energy transition, cries out for engineers.
“When you look at Australia’s science and research priorities and translate them to the real world, it’s engineers who make it happen. We need to support a transition to renewable energy to develop and maintain our standard of living through innovative solutions.
“We can’t have ‘Made in Australia’ without engineers.”
Education’s virtuous cycle
Whelan believes that Australia’s engineering degrees adequately equip students with the skills needed for tomorrow’s workforce. In fact, she argues universities are actually shaping the profession. QUT’s Centre for Robotics is a prime example.
“Through world-leading research, we are changing how the industry operates. These researchers then integrate their findings back into the curriculum by teaching a Master’s in robotics and AI. It’s a virtuous cycle.”
There’s also a significant focus throughout Australia’s universities on sustainability and energy transition.
QUT offers undergraduate engineering courses in chemical and sustainable processes, computer and software systems, electrical and aerospace, electrical and renewable power, mechatronics and medical engineering, and more.
“These courses are informed by researchers working in biotechnology and developing sustainable aircraft fuels. So, while people might think of chemical engineering as a dirty field, green chemistry is making a huge impact.”
Flinders University, meanwhile, offers undergraduate courses in biomedical engineering, environmental and maritime engineering. Monash, Deakin and the University of Sydney offer globally renowned Master’s degrees in robotics and mechatronics.
Fostering collaboration
Quality engineering education relies on collaboration between the government, industry, universities and other research institutions, said Whelan, who tries to lead by example. She’s an active volunteer with Engineers Australia and will chair the National Committee for Women in Engineering from this year.
“I always try to maintain that connection between educational institutions and working professionals,” she said.
Each of QUT’s three engineering schools has industry advisory groups comprising recent graduates, middle managers, government officials and senior industry professionals who meet at the university four times a year. Moreover, each school has a professor of practice, an industry leader who spends one day a week driving research and education in areas like robotics, mechatronics, artificial intelligence and renewable energy.
Universities also tend to nurture close relationships with local and state governments, Whelan added. The Australian Research Council funds Linkage Projects, which are research alliances between universities and industry, while governments fund industry chairs at various universities.
“Practically speaking, we’re in constant communication with industry professionals and government departments that employ engineers and support engineering organisations.
“Sometimes industry brings innovation, sometimes they bring a challenge, and university researchers find a solution. It’s another example of that virtuous cycle.”
Opportunities for more
However, Whelan emphasises that there are always greater opportunities for collaboration to drive innovation.
“Governments, industry and educational institutions should be drawing closer together and fostering partnerships that will shape our future,” she said.
Funding, of course, remains a perennial challenge, especially for research and development.
“Universities in Australia are not well funded, and now there are talks about capping the number of international students. Some of these policies are negatively impacting what universities can achieve.”
Providing world-leading research and education in Australia’s regional areas presents another unique obstacle, with an engineering curriculum hardly cheap to deliver.
“You need equipment and laboratory spaces. Ensuring people from diverse communities in regional and remote areas have access to that level of educational experience is a real challenge.”
Vocational training and apprenticeships are essential for ensuring a diverse mix of experiences.
“Every engineering function needs a well-rounded team. You need professional engineers who have been to university, and also engineering technologists or individuals with VET-level qualifications.”
Whelan sees room for improvement in this area.
“We don’t have as close a relationship as we might between vocational training and university-level education in Australia. There have been some trials, and the Australian Industry Group has been working with industry partners to set up degree apprenticeships.”
Degree apprenticeships combine on-the-job training, mentoring and supervision with degree-level study, allowing students to develop skills while getting paid.
“This approach makes engineering education affordable for those who can’t afford time off work and provides a diverse mix of skills.”
A problem of reputation
Whelan believes diversity in engineering is crucial not only from a business perspective, but also from a social justice standpoint.
“Engineers influence every aspect of our lives, and it’s troubling that only a narrow segment of society is influencing the design and construction of so many things that we interact with.”
But attracting diverse individuals to the field of engineering – including more women, Indigenous Australians and various types of men – requires overcoming its reputation problem.
Simply depicting women in pink hard hats isn’t enough, Whelan said. Instead, a multi-pronged approach is needed to influence not only young people, but also those who have the power to shape their career choices including teachers, career advisers and parents.
First, we need to get children excited about mathematics and empower girls by affirming their mathematical capabilities.
“We need to portray engineering as a profession that can be fulfilling for anyone. Engineers aren’t just on building sites with hard hats, or isolated with computers. Around 50-60 per cent of an engineer’s time is spent interacting with others.
“It’s an exciting and dynamic profession where you collaborate to make a difference, and we need to share those stories.”
Additionally, we must ensure that male-dominated fields like engineering are safe and inclusive environments for women, Whelan added.
“Unfortunately, harassment, bullying and misogyny still exist. However, organisations employing engineers are increasingly stamping out these issues, and so are we. We’re also incorporating curriculum experiences that emphasise psychosocial safety, which we’re all responsible for.”
Global opportunities
Whelan believes that if we can enhance the perception of engineering, strengthen students’ connection to mathematics, improve schooling, and increase the number of students pursuing engineering degrees, Australia has the know-how and expertise to compete on the global stage.
“Australia has a leading curriculum and we have that potential, absolutely,” she said.
The high demand for skilled workers is also accompanied by high salaries.
“Our graduates likely earn more than some university academics. So while they have opportunities to attract fantastic salaries, they can also travel and engage in all kinds of interesting activities as they help to create a better tomorrow.
“With so many opportunities available, there’s no better profession to be engaged in, as far as I’m concerned.”