Abstract:

This paper presents the findings and implications of a rapid systematic review of literature considering the impacts of Science Technology Engineering and Maths (STEM) employer collaborations with university and pre-university (16-19 years) settings. Over the last two decades in the UK and other developed countries, concerns over skills shortages in Science, Technology, Engineering and Maths (STEM) industries have motivated employers to work with universities and school students to promote progression in these subject areas.

An initial scoping review provided an overall picture of available literature and informed the methodology and strategy for the main review. Based on scoping review results, we set inclusion criteria and undertook the subsequent review using selected databases. The scoping review revealed many schemes run by companies but limited studies considering the effectiveness of such programs. The main review therefore predominantly focused on journal articles that identified perceived benefits and/or evidence of effectiveness of schemes, including but not limited to recruitment, retention in careers within organisations, progression and retention into STEM careers more broadly and progression of underrepresented groups. This review identified a number of evidence-based studies evaluating programs as well as some systematic and literature reviews.

This paper highlights findings from the rapid systematic review which point to wide ranging potential benefits of employer collaborations with universities as well as pre-university settings. Internships (including work placements and co-op jobs), scholarship and bridge/community STEM courses are all seen to have positive impacts on supporting interest in STEM careers, progression and attainment on STEM courses at university and in post-16 settings. Internship programs are found to prepare students for the workplace, develop soft skills and are linked to students’ progression into STEM jobs. Internships are credited with bringing new ideas to companies and seen to be useful in effectively selecting future employees. However, internships are found to vary in quality with students needing support in identifying the best opportunities. Whilst schemes are found to encourage the progression of women and BAME students, some women students report experiencing sexism/harassment during internships in STEM workplaces. A key issue identified with internships is limited capacity with many students who would like to undertake internships being excluded. Inclusivity is also an issue raised in relation to industry partnerships with pre-university settings, particularly in geographical areas with little industry.

This review suggests there could be a significant role for universities in working with employers to ensure both the quality and consistency of provision and to ensure employers are able to extend their reach and to engage with more diverse students. This paper further argues that a theoretical lens drawing both on ‘capitals’ and ‘possible selves’ to consider findings, can provide insights into strategies that effectively equip young people to navigate routes into university courses and STEM careers. University – employer collaborations are seen to have potential benefits for all stakeholders and appear to be vital if more systematic and effective approaches are to be developed.

Keywords:

Science Technology Engineering and Maths (STEM), employer engagement, university-industry collaboration, diversity, widening participation.