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Engineers and Engineering

Brand Monitor 2015

Key Findings

Prepared for Engineering UK By IFF Research

7 September 2015

We gratefully acknowledge the support of Pearson in delivering this study

Contact details

Angus Tindle and Erica Garnett IFF Research Ltd Chart House 16 Chart Street London N1 6DD Tel +44(0)20 7250 3035 [email protected] [email protected]

mailto:[email protected]

mailto:[email protected]

Engineers and Engineering Brand Monitor 2015

Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research

Contents

1 Executive Summary 4

1.1 Introduction 4 1.2 Consideration of engineering 4 1.3 Desirability of engineering 7 1.4 Knowledge and perceptions of engineering 8 1.5 Career pathways and influencers 10 1.6 The gender bias in perceptions of engineering 15

2 Background 16

2.1 Background 16 2.2 Research objectives 16 2.3 Questionnaire design 16 2.4 Methodology 16 2.5 Demographics 17


Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 4

1 Executive Summary

1.1 Introduction

The Engineers and Engineering Brand Monitor (EEBM) has, since 2010, provided an annual review of

the perception of engineering among pupils aged 7-19 years, the general public aged 20+ and teachers

of Science, Technology, Engineering and Maths (STEM) subjects. As well as capturing a thorough

annual snapshot of national perceptions of engineers and engineering, the EEBM produces trend data

that helps us shape our programmes, improve our impact and, for our own and others’ programmes,

form a national benchmarking tool for evaluation processes.

This report summarises the key findings of the 2015 EEBM survey and, where relevant, makes

comparisons to the survey results in previous years.

1.2 Consideration of engineering

Half of pupils aged 11-16 would consider a career in engineering (11-14: 53%; 15-16: 49%). The

proportion of those aged 15-16 who would consider a career in engineering (49%) has increased

significantly from 39% in 2014.

37% of 17-19 year olds had considered a career in engineering, an increase from 33% last year. Among

females of that age, 28% had considered a career in engineering, an increase from 21% in 2014.

Boys remain more likely than girls to consider a career in engineering: among 11-14s, 69% of boys vs

35% of girls; for 15-16s, 65% of boys vs 25% of girls.

Q: Pupils aged 11-19 - Do you think you would ever consider a career in engineering? General Public aged 17-19 - Have you ever considered a career in engineering?

53%

69%

35%

49%

65%

25%

37%46%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(190)

Male(72)

Female(118)

Age 11-14 Age 15-16 Age 17-19

Whether considered a career in engineering – Pupils aged 11-16; 17-19 year olds (2015)



When 7-19s were asked about their enjoyment of different school subjects, STEM subjects were broadly

in line with English, although 7-14s were most likely to report enjoying ICT.

Q: How much do you enjoy [subject]? – ‘Enjoy it a little / Enjoy it very much’

Q: How much do you enjoy [subject]? – ‘Enjoy it a little / Enjoy it very much’

62%

66%

57% 64% 69%

58%

71% 77%

66% 71%

74%

69%

44%

48%

41%

56%

56%

55%62%

54%

70%

65%

57%

74%8

3% 88%

79%

73%

77%

67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(400)

Male(198)

Female(202)

Overall(408)

Male(215)

Female(193)

Age 7-11 Age 11-14

Enjoyment of key subjects: Pupils aged 7-14 (2015)

Maths Science Geography English ICT

57%

61%

51%

44%

48%

40%

54% 60%

46%

42%

36% 4

7%

42%

45%

38%

21%

20%

22%

57%

50%

68%

45%

35%

54%

56% 6

6%

42%

40%

54%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 15-16 Age 17-19

Enjoyment of key subjects: Pupils aged 15-19 (2015)

Maths Science Geography English ICT



The proportion of 11-14s and 15-16s taking part in science-related activities outside of school has

increased since 2014: from 63% to 70% for 11-14s and from 48% to 61% for 15-16s. The types of activity

participated in are presented below.

Q: Do you do any of the following science related activities outside of school (or college)?

Q: Do you do any of the following science related activities outside of school (or college)?

The most commonly recalled science/engineering-promotion activity among teachers was The Big Bang

Fair (59%).

45% 49%

40%

41%

41%

44%

41% 4

8%

35% 4

4% 49%

39%

26% 31%

21%

24% 29%

20%

20%

22%

19% 25%

28%

22%

10%

9% 10%

12%

13%

10%

5% 7%

4%

12%

13%

10%

26%

21% 3

0%

25%

23% 28%

0%

10%

20%

30%

40%

50%

60%

70%

Overall(400)

Male(198)

Female(202)

Overall(408)

Male(215)

Female(193)

Age 7-11 Age 11-14

Participation in science-related activities: Pupils aged 7-14 (2015)

Visit science exhibitions/museums Watch science programmes on TV

Read science books Read about science on internet

Attend a science, technology, engineering or maths club Go to a science and engineering fair

None of 6 options given

29% 34%

22% 26%

19%

33%3

9% 44%

33% 4

1%

40%

41%

14%

17%

10% 1

7%

16%

18%2

6% 31%

18% 23%

23%

23%

6% 8%

4%

11%

10%

12%

10%

11%

7%

4%

4%

3%

35%

29%

43%

35%

32% 37%

0%

10%

20%

30%

40%

50%

60%

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 15-16 Age 17-19

Participation in science-related activities: Pupils aged 15-19 olds (2015)

Visit science exhibitions/museums Watch science programmes on TV

Read science books Read about science on internet

Attend a science, technology, engineering or maths club Go to a science and engineering fair

None of 6 options given



1.3 Desirability of engineering

Just over two-fifths (43%) of pupils aged 11-14 believe a career in engineering to be desirable, a similar

level to 2014 (41%) and part of a year on year increase since 2011 (27%). Meanwhile, 43% of 15-16s

believe a career in engineering to be desirable, compared with 35% in 2014.

Q: How desirable do you believe a career in the following area to be: [Science / Technology / Engineering]? – ‘4 / 5-Very desirable’

Among teachers, the proportion viewing engineering careers as desirable for their pupils has increased

significantly from 57% to 79% since 2014, and teachers are nearly twice as likely as pupils to view a

career in engineering as desirable. In addition, the proportion of teachers viewing a career in engineering

as undesirable for their pupils has fallen from 17% in 2014 to 8% in 2015.

Q: How desirable do you believe a career in the following area to be for young people / your child(ren) / your pupils: [Science / Technology / Engineering]? – ‘4 / 5-Very desirable’

52% 57%

47%

49% 54%

42%

45% 5

4%

32%

46%

44%

48%5

7% 6

8%

45%

58%

71%

50%

54% 60%

50%

38%

54%

23%

43%

55%

30%

43%

57%

21%

43%

43%

44%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(408)

Male(215)

Female(193)

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(190)

Male(72)

Female(118)

Age 7-11 Age 11-14 Age 15-16 Age 17-19

Whether a career in science, technology and engineering is desirable: Pupils aged 7-19 (2015)

Science Technology Engineering

59%

58%

60% 7

0%

69%

71% 76%

72% 79%

74%

73%

76%

79%

81%

78%

77%

76%

78%

62%

59% 66% 72%

76%

68% 7

9%

79%

79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)

Non-parents Parents Teachers

Whether a career in science, technology and engineering is desirable to young people / pupils: General Public & Teachers (2015)




1.4 Knowledge and perceptions of engineering

With the exception of teachers (Science 58%, Technology 33%, Engineering 44%), all audiences are

more likely to say they know about what people working in technology do, than those working in

engineering or science.

Q: How much would you say you know about what people working in the following areas do? – ‘4 / 5-I know a lot about it’

Q: How much would you say you / your pupils know about what people working in the following areas do? – ‘4 / 5-I know a lot

about it’

22%

31%

13%

23%

26%

20%

58%

59%

56%

33% 4

0%

25% 30%

40%

22%

33%

44%

24%

18% 2

5%

9%

24%

32%

17%

44%

54%

35%

0%

10%

20%

30%

40%

50%

60%

70%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Knowledge of science, technology and engineering careers: General Public & Teachers (2015)


42% 47%

37%

38%

48%

22%

33%

34%

32%

46% 5

3%

38% 42%

55%

23%

36%

45%

28%

30%

39%

20%

34%

44%

18% 2

4%

26%

21%

0%

10%

20%

30%

40%

50%

60%

70%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 11-14 Age 15-16 Age 17-19

Knowledge of science, technology and engineering careers: Pupils aged 11-19 (2015)




Among all adults, the most commonly mentioned characteristics felt to be required for a career as an

engineer, were those of being ‘practical’, ‘numerate’ and ‘inventive / innovative’.

Q: Which of these characteristics do you think engineers need to have to do their job well?

When asked which of 12 factors influenced their perceptions of engineering, for 11-14s “engineering

activities in schools” and for 15-19s “the perception of salary paid to engineers” were the most positive

influences.

Q: How positively or negatively do the following influence your perception of engineering? – Mean

79%

79%

80%

81%

83%

79% 86%

84%

88%

66%

63% 68% 73%

77%

69%

93%

92%

93%

67%

67%

67%

71%

72%

70%

83%

81%

85%

60%

61%

59% 6

7%

70%

63% 7

2%

71%

72%

49%

53%

46%

58% 64%

53%

71%

69%

72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Top 5 characteristics to be a good engineer: General Public & Teachers (2015)

Practical Numerate Inventive/ Innovative Well organised Creative

3.1 3

.4

2.7

2.4

2.8

1.8 2

.0

1.6

2.3

2.9

3.3

2.4 2

.6

3.1

1.7

2.9

2.7

3.2

3.2

3.6

2.6

2.5

3.1

1.6

1.5

1.5

1.5

2.9

3.3

2.5

2.2 2

.5

1.9

1.9

1.4

2.4

3.3

3.7

2.8

2.4

2.8

1.9

1.7

1.1 1.2

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 11-14 Age 15-16 Age 17-19

Top 5 positive influencers on perceptions of engineering: Pupils aged 11-19 (2015)

Science programmes on TV Perceptions of salary paid to engineers

Family Science exhibitions / museums

Engineering activities in school



While 11-16s reported that they believed engineers were well paid, 17-19 year olds under-estimated

average (graduate) starting salaries for engineers £19,744 estimate vs £27,079 actual. Adults similarly

under-estimated the average salary paid to professional engineers.

Q: How well paid would you guess engineers are? – ‘Well paid’

1.5 Career pathways and influencers

The majority of teachers (96%), parents (75%) and non-parents (76%) would recommend a career in

engineering to their pupils / child(ren) / young people. Among parents of 7-14s, an even higher proportion

(80%) would recommend a career in engineering to their children. This suggests that all of these

audiences have potential to act as a positive influence on the aspirations of young people to pursue

engineering careers.

Q: Would you ever recommend that young people / your child(ren) / your pupils consider a career in engineering?

1%

1%

1% 3%

3% 4%

31%

31%

30%

30%

26%

36%

57%

57%

57% 62%

65%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Age 11-14 Age 15-16

Perceptions of engineering pay: 11-16 year olds (2015)

Not well paid Averagely paid Well paid

76%

75%

78%

75%

75%

75%

96%

96%

96%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Whether adults would recommend an engineering career to young people / pupils: General public & Teachers (2015)



Three in five (58%) of teachers of pupils aged 14-19 reported that they had been asked for careers

advice about a job in engineering by one of their pupils within the last year. This is similar to the

proportion in previous years’ surveys.

Q: Have any pupils, in the last year, asked you for careers advice about a job in engineering?

Among all teachers, only two in five (37%) felt confident giving advice on engineering careers.

Q: How confident do you feel in giving advice about careers in the following areas? – ‘4 / 5-Very confident’

58%

63%

54%

48%

50%

52%

54%

56%

58%

60%

62%

64%

Overall(784)

Male(369)

Female(415)

Whether asked for careers advice about engineering in the past year: Teachers of pupils aged 14-19 (2015)

14% 18%

10% 14%

16%

11%

51% 54%

49%

20% 24%

16%

18%

27%

10%

27%

38%

16%

11% 15%

6%

15%

23%

8%

37%

47%

28%

0%

10%

20%

30%

40%

50%

60%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Confidence in giving advice about careers in science, technology and engineering: General Public & Teachers (2015)




Teachers (50%) were more likely to believe that their pupils know what to do next to pursue a career in

engineering than pupils themselves (11-14: 26%; 15-16: 33%; 17-19: 37%).

Q: To what extent do you agree or disagree with the following statements: I know what to do next in order to become an engineer?

– ‘Agree a little / Agree a lot’

Q: To what extent do you agree or disagree with the following statements: My child(ren) / pupils know what to do next in order to become an engineer? – ‘Agree a little / Agree a lot’

26%

32%

19%

33%

42%

20%

37%42%

33%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 11-14 Age 15-16 Age 17-19

Knowledge of what to do next in order to become an engineer: Pupils aged 11-19 (2015)

35% 37%33%

50% 51% 50%

0%

10%

20%

30%

40%

50%

60%

Overall(150)

Male(73)

Female(77)

Overall(784)

Male(369)

Female(415)

Parents Teachers

Agreement that young people / pupils know what to do next to become an engineer: Parents with children aged 11-19 & Teachers (2015)



Pupils and teachers were more likely to consider / recommend an academic route (11-14: 40%; teachers:

44%) into engineering than a vocational route (11-14: 34%; teachers: 15%). Parents (vocational: 37%;

academic: 30%; no preference: 31%) and non-parents (vocational: 41%; academic: 26%; no preference:

32%) were more likely to recommend a vocational route.

Q: If you were going to pursue a career in engineering, which of the following two routes would you be most likely to consider?

Q: If a young person / your child(ren) / your pupils were going to pursue a career in engineering, would you be most likely to recommend a vocational or academic route?

34%

34%

33%

33%

35%

30%

39%

39%

39%

40%

39%

40%

42%

41% 45%

46%

45%

47%

26%

26%

26%

25%

24%

26%

15%

17%

14%

0%

10%

20%

30%

40%

50%

60%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 11-14 Age 15-16 Age 17-19

Preferable route into an engineering career: Pupils aged 11-19 (2015)

A vocational route An academic route No preference

41% 45%

38%

37% 40%

33%

15%

16%

13%

26%

24% 2

9%

30% 33%

32%

44% 48%

42%

32%

32%

33%

31%

27%

35%

42%

36%

47%

0%

10%

20%

30%

40%

50%

60%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Recommended route into an engineering career: General public & Teachers (2015)

A vocational route An academic route No preference



Around two in five pupils (11-14: 37%; 15-16: 36%; 17-19: 39%) and teachers (43%) viewed being an

apprentice as desirable to them/their pupils. Parents’ (51%) and non-parents’ (51%) perceptions of the

desirability of being an apprentice for their child(ren) and young people was higher than that given by

pupils themselves.

Q: How desirable do you believe being an apprentice is? – ‘4 / 5-Very desirable’

Q: How desirable do you believe being an apprentice is for young people / your child(ren) / your pupils? – ‘4 / 5-Very desirable’

37%40%

32%36% 37%

35%39%

36%

41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 11-14 Age 15-16 Age 17-19

Whether being an apprentice is desirable: Pupils aged 11-19 (2015)

51% 51% 51% 51% 53%49%

43% 41%46%

0%

10%

20%

30%

40%

50%

60%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Whether being an apprentice is desirable to young people / pupils: General Public & Teachers (2015)



1.6 The gender bias in perceptions of engineering

As in previous years, there is a gender bias throughout the findings. For example, compared with

females:

Male pupils, parents and non-parents are more likely to consider an engineering career

Male pupils are more likely to believe that engineering careers are desirable relative to other careers

Male parents and pupils aged 7-16 are more likely to have a positive perception of STEM

Among 11-14s, 15-16s, parents, non-parents and teachers, males are more like to know what people

working in engineering do

Among 7-11s, boys are more likely to pick positive words/phrases to describe engineering

Male teachers are more likely to have been asked for careers advice about engineering in the past

year

Male teachers and parents are more likely to be confident giving careers advice on engineering

Male pupils are more likely to believe that they know how to become an engineer

Q: How positive or negative is your view of each of the following? – ‘4 / 5-Very positive’

Q: How positive or negative is your view of each of the following? – ‘4 / 5-Very positive’

61%

65%

58% 64% 70%

57%

56% 63%

46%

59%

51%

65%7

3% 80%

67%

71% 77%

64% 69% 8

0%

53% 61%

63%

58%

40%

52%

29%

47%

61%

32%

47%

65%

20%

40% 46%

34%

53% 58%

48%

62% 69%

54%

50%

62%

34%

49%

48%

49%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(400)

Male(198)

Female(202)

Overall(408)

Male(215)

Female(193)

Overall(200)

Male(118)

Female(82)

Overall(120)

Male(56)

Female(64)

Age 7-11 Age 11-14 Age 15-16 Age 17-19

Positive perceptions of STEM: Pupils aged 7-19 year olds (2015)

Science Technology Engineering Maths

55%

56%

55% 63% 68%

58%

92%

91%

94%

59%

60%

58% 65% 72%

59%

85%

83%

87%

50%

51%

49% 6

0% 7

0%

51%

89%

88%

90%

47%

51%

43%

62% 70%

55%

90%

89%

92%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall(469)

Male(230)

Female(239)

Overall(736)

Male(357)

Female(379)

Overall(784)

Male(369)

Female(415)


Positive perceptions of STEM: General Public & Teacher (2015)

Science Technology Engineering Maths



2 Background

2.1 Background

The Engineers and Engineering Brand Monitor (EEBM) has, since 2010, provided an annual review of

the perception of engineering among pupils aged 7-19 years, the general public aged 20+ and teachers

of Science, Technology, Engineering and Maths (STEM) subjects. As well as capturing a thorough

annual snapshot of national perceptions of engineers and engineering, the EEBM produces trend data

that helps us shape our programmes, improve our impact and, for our own and others’ programmes,

form a national benchmarking tool for evaluation processes.

Throughout the report we refer to the different audiences as 7-11s (for 7 to 11 year olds), 11-14s (for 11

to 14 year olds), 15-16s (for 15 to 16 year olds), 17-19s (for 17 to 19 year olds)1, parents (for those aged

20 and over who report having children), non-parents (for those aged 20 and over with no children) and

teachers.

The main report explains the findings of the 2015 EEBM within four key themes: consideration of

engineering; desirability of engineering; knowledge and perceptions of engineering and career pathways

and influences.

2.2 Research objectives

The specific objectives of the 2015 wave of the EEBM are:

To measure perceptions among children, the general public and teachers towards engineering,

engineers and STEM as a whole;

To establish what, if anything, people have seen or heard about engineering/engineers and whether

this projected a positive or negative image;

To understand attitudes towards vocational routes into engineering; and,

To obtain data on influences, influencers and viewpoints on career choice.

2.3 Questionnaire design

In 2015 the surveys were redesigned in agreement with EngineeringUK. Throughout the report where

comparisons are possible with the previous EEBM surveys these have been made.

2.4 Methodology

The 2015 Brand Monitor was conducted in May/June 2015, utilising an online survey with 3,117

respondents across the different audiences. Four different quantitative questionnaires were developed

as follows:

General public (those aged 20+ including both parents and non-parents)

Pupils aged 11-19 (those aged 11-14, 15-16 and 17-19)

Pupils aged 7-11

Teachers

1 These reflect Key Stages 2-5 in England and Wales.



The samples achieved, by audience, were as follows:

20+ year olds parents (n=736)

20+ year olds non-parents (n=469)

11-19s (n=728)2

7-11s (n=400)

Teachers (n=784)

Respondents were recruited through an online research panel provider, except in the case of the

teachers who were recruited from the database of a leading education provider, Pearson.

We would like to take this opportunity to thank Pearson for providing the sample for the teachers

audience of the 2015 EEBM.

2.5 Demographics

The table below provides a basic unweighted demographic breakdown for the different groups.

Overall Male Female

7-11s 400 198 202

11-14s 408 215 193

15-16s 200 118 82

17-19s 120 56 64

Parents 736 357 379

Non-parents 469 230 239

Teachers 784 369 415

TOTAL 3117 1543 1574

2 Seventy additional 17-19s were asked a single question through the general public survey. For this question alone the

17-19s response in the report includes a combined response from both the 17-19s within the pupil survey and 17-19s who

were not studying at school or sixth form from the general public survey (a total of 190 respondents).

engineers and engineering brand monitor 2015 · 2017. 1. 16. · engineers and engineering brand...

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