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Stuart Palmer

The influence of geography on engineering employability and implications for undergraduate curriculum design

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Stuart Palmer(@s_palm ) Deakin University The influence of geography on engineering employability and implications for undergraduate curriculum design
60% 70% 80% 90% 100% 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Proportionofgraduates(%) Year Chemical Civil Electrical Electronic/Comp. Mechanical Mining Other All graduates Engineering graduates working full-time as a proportion of those available for full-time employment – based on data from Graduate Careers Australia (2016)
Employability and geography • social/cultural capital • genetically determined abilities • socio-economic value of the qualification obtained • transition from study to employment • ongoing education and professional development • type of higher education institution • mode of study • student location and mobility • previous work experience • age • ethnicity • gender • activities of graduate recruiters
Method – data sources Census – professional engineering role x location Census – engineering bachelor qual. x location DET – BE course completions x institution Eng Aust – state engineering labour market data Good Universities Guide – historical engineering graduate employment outcomes
Proportion of people (per thousand) in professional engineering roles in significant urban areas Region Max. Min. Median Max/Min NSW 13.8 0.8 3.1 18.1 VIC 8.2 1.9 3.3 4.4 QLD 13.0 1.5 3.6 8.8 SA 8.2 0.6 1.9 13.7 WA 16.4 1.4 6.8 11.7 TAS 4.5 1.6 2.4 2.8 NT 6.6 2.1 5.9 3.1 ACT 6.3 0.8 3.1 8.3 Other 1.3 1.3 1.3 1.0 All Aust. (SUA) 16.4 0.6 3.1 27.4 All Aust. (Total) 6.5 per thousand
Region Max. Min. Median Max/Min NSW 13.1 1.2 3.4 10.6 VIC 12.8 1.5 4.0 8.4 QLD 13.5 1.9 5.0 6.9 SA 9.0 1.4 2.2 6.6 WA 18.9 2.3 6.1 8.0 TAS 6.5 2.8 2.9 2.3 NT 7.8 2.4 5.8 3.2 ACT 9.7 6.8 8.3 1.4 Other 3.6 3.6 3.6 1.0 All Aust. (SUA) 18.9 1.2 4.1 15.3 All Aust. (Total) 9.3 per thousand Proportion of people (per thousand) with engineering bachelor degrees in significant urban areas
Where the Eng jobs are People per 1000 0.5000 – 2.0417 2.0417 – 3.5833 3.5833 – 5.1250 5.1250 – 6.6667 6.6667 – 9.7500 9.7500 – 12.8333 12.8333 – 19.0000
Where the Eng grads are People per 1000 0.5000 – 2.0417 2.0417 – 3.5833 3.5833 – 5.1250 5.1250 – 6.6667 6.6667 – 9.7500 9.7500 – 12.8333 12.8333 – 19.0000
Concentration of engineering roles, engineers and graduates in capital cities Region Total engineering roles Total BE graduates BE graduates 2010 Total Capital % Cap. Total Capital % Cap. Total Capital % Cap. NSW 41860 29807 71.2% 66431 52366 78.8% 1744 1352 77.5% VIC 35290 30085 85.3% 55585 49285 88.7% 1835 1735 94.6% QLD 27470 18504 67.4% 33743 21770 64.5% 1167 794 68.0% SA 8748 7743 88.5% 12015 10835 90.2% 538 538 100.0% WA 22029 19245 87.4% 25348 21923 86.5% 748 748 100.0% TAS 1573 905 57.5% 2239 1299 58.0% 85 85 100.0% NT 968 630 65.1% 1166 824 70.7% 18 18 100.0% ACT 2483 2478 99.8% 3818 3807 99.7% 99 99 100.0% Other 4 - - 11 - - - - - Australia 140425 109397 77.9% 200356 162109 80.9% 6234 5369 86.1%
A new way to think about engineering graduate employment outcomes? No obvious relationship between individual uni engineering grad employment and geography Most engineering jobs and graduates concentrated in capital cities It may be more relevant to consider the overall effective engineering graduate employment rate for each state or territory
Weighted average state engineering graduate unemployment versus state engineering unemployment rates NSW VIC QLD WA y = 12.254x - 21.656 R² = 0.8589 0 10 20 30 40 2.5 3 3.5 4 4.5 Weightedstateaverageofengineering graduatesseekingwork(2011)(%) Unemploymentrate forstate engineeringlabourmarkets(2011) (%)
Comparative engineering employment growth in Australian states 2001-2011 (reproduced with permission from Engineers Australia 2012)
Implications for curriculum A comprehensive account of the history, philosophy and practice of the engineering profession in contemporary Australia is incomplete without addressing the impact of geography on engineering employment prospects
Implications for curriculum For some students, improving their opportunity for graduate employment may mean moving from their home or current location Engaging students with this prospect during their studies may assist them to approach the potentially difficult question of whether they should plan to relocate for work
Implications for curriculum The Washington Accord – signatories: Australia, Canada, China, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, UK and USA Foci for international experiences? What about language studies?
Implications for curriculum There is a balance required for a contemporary undergraduate engineering curriculum to ensure adequate technical preparation for those students who pursue a career in their discipline as professional engineers, and to also address the broader knowledge, skills and attitudes that will equip the many of the graduates from Australian engineering programs for successful employment outside of engineering using their engineering and general knowledge and skills
Thank you for your time •t.co/9TTu9ba37d

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Sp170326

  • 1. Stuart Palmer(@s_palm ) Deakin University The influence of geography on engineering employability and implications for undergraduate curriculum design
  • 2. 60% 70% 80% 90% 100% 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Proportionofgraduates(%) Year Chemical Civil Electrical Electronic/Comp. Mechanical Mining Other All graduates Engineering graduates working full-time as a proportion of those available for full-time employment – based on data from Graduate Careers Australia (2016)
  • 3. Employability and geography • social/cultural capital • genetically determined abilities • socio-economic value of the qualification obtained • transition from study to employment • ongoing education and professional development • type of higher education institution • mode of study • student location and mobility • previous work experience • age • ethnicity • gender • activities of graduate recruiters
  • 4. Method – data sources Census – professional engineering role x location Census – engineering bachelor qual. x location DET – BE course completions x institution Eng Aust – state engineering labour market data Good Universities Guide – historical engineering graduate employment outcomes
  • 5. Proportion of people (per thousand) in professional engineering roles in significant urban areas Region Max. Min. Median Max/Min NSW 13.8 0.8 3.1 18.1 VIC 8.2 1.9 3.3 4.4 QLD 13.0 1.5 3.6 8.8 SA 8.2 0.6 1.9 13.7 WA 16.4 1.4 6.8 11.7 TAS 4.5 1.6 2.4 2.8 NT 6.6 2.1 5.9 3.1 ACT 6.3 0.8 3.1 8.3 Other 1.3 1.3 1.3 1.0 All Aust. (SUA) 16.4 0.6 3.1 27.4 All Aust. (Total) 6.5 per thousand
  • 6. Region Max. Min. Median Max/Min NSW 13.1 1.2 3.4 10.6 VIC 12.8 1.5 4.0 8.4 QLD 13.5 1.9 5.0 6.9 SA 9.0 1.4 2.2 6.6 WA 18.9 2.3 6.1 8.0 TAS 6.5 2.8 2.9 2.3 NT 7.8 2.4 5.8 3.2 ACT 9.7 6.8 8.3 1.4 Other 3.6 3.6 3.6 1.0 All Aust. (SUA) 18.9 1.2 4.1 15.3 All Aust. (Total) 9.3 per thousand Proportion of people (per thousand) with engineering bachelor degrees in significant urban areas
  • 7. Where the Eng jobs are People per 1000 0.5000 – 2.0417 2.0417 – 3.5833 3.5833 – 5.1250 5.1250 – 6.6667 6.6667 – 9.7500 9.7500 – 12.8333 12.8333 – 19.0000
  • 8. Where the Eng grads are People per 1000 0.5000 – 2.0417 2.0417 – 3.5833 3.5833 – 5.1250 5.1250 – 6.6667 6.6667 – 9.7500 9.7500 – 12.8333 12.8333 – 19.0000
  • 9. Concentration of engineering roles, engineers and graduates in capital cities Region Total engineering roles Total BE graduates BE graduates 2010 Total Capital % Cap. Total Capital % Cap. Total Capital % Cap. NSW 41860 29807 71.2% 66431 52366 78.8% 1744 1352 77.5% VIC 35290 30085 85.3% 55585 49285 88.7% 1835 1735 94.6% QLD 27470 18504 67.4% 33743 21770 64.5% 1167 794 68.0% SA 8748 7743 88.5% 12015 10835 90.2% 538 538 100.0% WA 22029 19245 87.4% 25348 21923 86.5% 748 748 100.0% TAS 1573 905 57.5% 2239 1299 58.0% 85 85 100.0% NT 968 630 65.1% 1166 824 70.7% 18 18 100.0% ACT 2483 2478 99.8% 3818 3807 99.7% 99 99 100.0% Other 4 - - 11 - - - - - Australia 140425 109397 77.9% 200356 162109 80.9% 6234 5369 86.1%
  • 10. A new way to think about engineering graduate employment outcomes? No obvious relationship between individual uni engineering grad employment and geography Most engineering jobs and graduates concentrated in capital cities It may be more relevant to consider the overall effective engineering graduate employment rate for each state or territory
  • 11. Weighted average state engineering graduate unemployment versus state engineering unemployment rates NSW VIC QLD WA y = 12.254x - 21.656 R² = 0.8589 0 10 20 30 40 2.5 3 3.5 4 4.5 Weightedstateaverageofengineering graduatesseekingwork(2011)(%) Unemploymentrate forstate engineeringlabourmarkets(2011) (%)
  • 12. Comparative engineering employment growth in Australian states 2001-2011 (reproduced with permission from Engineers Australia 2012)
  • 13. Implications for curriculum A comprehensive account of the history, philosophy and practice of the engineering profession in contemporary Australia is incomplete without addressing the impact of geography on engineering employment prospects
  • 14. Implications for curriculum For some students, improving their opportunity for graduate employment may mean moving from their home or current location Engaging students with this prospect during their studies may assist them to approach the potentially difficult question of whether they should plan to relocate for work
  • 15. Implications for curriculum The Washington Accord – signatories: Australia, Canada, China, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, UK and USA Foci for international experiences? What about language studies?
  • 16. Implications for curriculum There is a balance required for a contemporary undergraduate engineering curriculum to ensure adequate technical preparation for those students who pursue a career in their discipline as professional engineers, and to also address the broader knowledge, skills and attitudes that will equip the many of the graduates from Australian engineering programs for successful employment outside of engineering using their engineering and general knowledge and skills
  • 17. Thank you for your time •t.co/9TTu9ba37d