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Dr Kate Booth – Project Manager Dr Haifa Takruri-Rizk – Co-project Manager

Can I Stay or Shall I Go? – Factors Influencing the Participation of Black and Minority Ethnic Science, Engineering and Technology (SET) Graduates in SET Occupations in the Northwest. Dr Kate Booth – Project Manager Dr Haifa Takruri-Rizk – Co-project Manager

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Dr Kate Booth – Project Manager Dr Haifa Takruri-Rizk – Co-project Manager

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  1. Can I Stay or Shall I Go? – Factors Influencing the Participation of Black and Minority Ethnic Science, Engineering and Technology (SET) Graduates in SET Occupations in the Northwest Dr Kate Booth – Project Manager Dr Haifa Takruri-Rizk – Co-project Manager Dr Lalith Welamedage – Research Fellow Dr Kamel Mansi – Research Fellow Anne Millan – Administrator

  2. The regional position • Skills base ‘critical to the economic development of the region’ • Exploitation of the science base and R&D by implementing the Northwest science strategy is important to the Regional Economic Strategy • SET skills are an important part of this growth • BME students are over-represented in SET degrees compared to their proportion in the population (UK and Northwest)

  3. Percentage of SET graduates remaining in region after graduation* However….. • Ethnic minorities are under-represented in the SET labour market • Proportionately more BME students move out of the region after graduation than White SET students * HESA First Destination Survey for 2004/2005 (all degrees)

  4. Profile of Respondents Undergraduates • 1100 questionnaires distributed • 102 responses (9.3%) • 68 White (67%) • 34 BME (33%) • 7 face-to-face interviews Graduates • 842 questionnaires distributed • 66 responses (7.6%) • 35 White (53%) • 31 BME (47%) • 11 face-to-face interviews

  5. Profile of Respondents Employers • 2400 questionnaires distributed • 45 responses (2%) • 7 face-to-face interviews • Sector: • 53.4% SET (24) • 46.6% Other (21) • Size: • 29% Micro (13) • 33.3% Small (15) • 24.4% Medium (11) • 13.3% Large (6) 1 4 29 1 10

  6. Why do a SET degree? Undergraduates • BME and White students most influenced by own interest • Family influence is greater for BME students • Teacher influence is greater for White students • 76.4% of BME and 64.7% of White students want to pursue a career in SET

  7. Future career prospects • BME students were • more pessimistic about career prospects

  8. Perceived challenges • BME students were • more concerned about racial discrimination

  9. SET degrees and careers Graduates • Influences on degree choice similar to those for undergraduates • More BME graduates (64.7%) working on jobs closely related to degree than White graduates (50.0%) • Differences in factors affecting job choice

  10. Finding a job Graduates • Marked differences between BME and White graduates Time between graduation & employment Job applications, interviews and offers

  11. Characteristics of the job Graduates • Majority working in government/public sector/HE/FE • More BME graduates (81.3%) working in large organisations than White graduates (66.7%) • Greater trend for BME graduates than White graduates to leave the region • 7.5% of BME and 5.9% of White graduates thought that they had experienced unfair treatment that was racially or religious relief based.

  12. Employers’ views “Defining reasons for recruitment are qualifications plus skills. Ethnicity is irrelevant. Where helpful, we have provided language coaching.” “We really struggle. …. you don’t get the percentage of ethnic minorities that you would expect. Out of say 200 people come to an event, you may get five, six ethnic minority people come in. At the bigger recruitment events, we get a high proportion of foreign students coming looking for generally undergraduate work, some graduate scheme things but in general it’s a very low percentage that actually come to the events.” (Large SET Employer)

  13. Employer practices (1) Recruitment • A mismatch exists between recruitment and job-search methods

  14. Employer practices (2) Policies and procedures • Use of equality and diversity policies and procedures is very varied Use of E&D policies and diversity training

  15. Employer practices (3) Career development • Larger organisations offer better opportunities

  16. Conclusions & Recommendations BME SET students and graduates move out of the region for two main reasons • Students (generally) are not well informed about the opportunities available in the region • Expectations of racism and lack of apparent employer commitment to E&D policies and practices, particularly within smaller organisations, lead to fears of discrimination and a tendency to look for jobs with large organisations Therefore employers need to • Promote opportunities in the region • Be more proactive in developing and promoting good practice • Review the impact of their recruitment methodologies

  17. Contact Details Kate Booth k.m.booth@salford.ac.uk Haifa Takruri-Rizk h.takruri-rizk@salford.ac.uk

  18. Acknowledgements The project team would like gratefully to acknowledge the support of the European Social Fund (ESF) who provided funding for the project. The European Social Fund helps to support the people of the Northwest to enter jobs, improve their skills and develop their potential at work. More information about ESF can be found at www.esf.gov.uk

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