When can we harvest what comes from STEM?
Promoting STEM (science technology engineering maths) education and careers is strategically important to Ireland because 16 of the top 20 technology firms globally have bases here employing over 106,000 people. The mantra ‘we need more STEM’ is often trotted-out. Is that really the case? And even if we get enough talent fresh out of college how do we keep it engaged if the workplace fails to make the best of them?
At primary and second level, there are many opportunities to explore STEM on the students’ terms. For more than 60 years, The BT Young Scientist and Technology Exhibition has showcased thousands of ideas from technology, biological & ecological, social & behavioural and ‘traditional’ sciences. I fondly remember showcasing a project about the insulating properties of materials with two schoolfriends many moons ago. The calibre of the exhibition has grown to the point that it’s a treat to attend.
ESB Science Blast is another super programme focused on primary school children and Pi Foundation’s ‘Coolest Projects’ sponsored by Meta gives an opportunity each year for thousands of students from more than 30 countries to demonstrate projects such as ‘Pocket Doc’. Engineers Ireland’s STEPS programme, including Engineers Week, reaches nearly 100,000 primary and secondary school students and is now in its 18th year.
If the uptake of STEM subjects is a key performance indicator for these initiatives, then there is evidence they word. Aside from mandatory Maths, Leaving Cert students on average take at least 1.4 other STEM subjects. STEM isn’t niche. Biology is the standout favourite at a quarter of STEM papers. After that, Agricultural Science, Construction Studies, Physics and Chemistry, have between 5% and 7% takeup, yet Computer Science rests at only 2%.
Identifying talent early
A fact rarely discussed is that five out of every six Leaving Cert STEM subjects are taken at higher level. In my experience, there was more encouragement to take higher-level classes. For those who wish to go to college, again there is ample opportunity. More than 60% of third level courses are in STEM and the most popular are in Health, Social & Behavioural Sciences followed by Information Communication Technologies; Engineering and Engineering Trades; Agriculture & Construction; Biological and Related Sciences.
Engineers Ireland’s Barometer Reportshows that despite having 30% more engineers in Ireland in the 2022 census vs 2016. Approximately 5,900 engineering students graduated in 2022. Berkley research shows an 8% increase in demand for STEM professionals to 2025 versus 3% for all occupations. Demand continues to outstrip supply.
Demand is strong and so is growth. The CSO reported the largest year-on-year growth in Q1 2024 was in Professional, Scientific & Technical activities, which increased by 26,300 people or 15.4%. Research from gradireland.ie research found that professional & scientific industries are the most popular for new graduates.
Separately, it found 25% of careers after higher education were in STEM and the number of graduates working in ICT almost doubled from 2010 to 2019. In my experience, once you are technically-oriented, you have many opportunities. I graduated with a mechanical engineering degree and went on to work in telecoms, then IT. A base technical acumen enables you to switch domains, embracing new learning curves.
This all points to a very healthy jobs market for STEM-oriented people who have been supported through schools, initiatives, further education. So what’s the problem?
The problem
The problem is that after developing a culture of scientific experimentation for students, the workplace defaults to ‘get the job done’. The opportunity to experiment is limited.
The ‘day job’ can be all-consuming, leaving little time for reflection, inspiration and experimentation. Everyone has to deliver – but there is value in innovating and experimenting as an employee rather than as a student. The value is backed up by research which shows that experimenting is needed to drive business value. Innovation is critical to businesses, but it doesn’t happen in constricted environments.
The World Economic Forum endorses the following characteristics which will create an innovation and experimentation culture: hiring people with diverse perspectives; promoting never-ending learning; dreaming big, not micro-managing; removing hierarchies and silos; listening carefully to the voice of the customer; and fostering belonging, which gives psychological safety.
Consider this versus your own organisation and management styles therein. Constraints and challenges can get in the way – hierarchies, constrained budgets, unempowered managers, process, policy, lack of understanding in the value of experimenting. Belief systems that only senior management can solve a challenge. As a manager, I have to challenge myself also to see am I empowering my own team of strong STEM-oriented colleagues to explore and innovate rather than ‘figuring it out by myself’.
I have seen how a large organisation creates an innovation culture by having a clear ‘ideation’ process and support mechanisms. I have myself been able to submit an idea in GenAI, have it championed and move it to the development phase.
Online companies like Booking.com experiment constantly – often conducting 1000 experiments simultaneously to ensure they keep improving the booker experience. Non-digital native firms e.g. FedEx, H&M have also embraced online testing, using it to identify the best digital customer journey, discounts and recommendations. This is how they achieve accelerating returns.
There is strong STEM engagement in our education system but the values they instil have to be appreciated outside the education system. Organisations need to ensure a culture and empowerment is fully in place to enable employees to experiment. To do this against the needs of the day job. It speaks to giving people time to think, not just do.
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