Impending STEM Shortages in Australia: Beware the ‘Smoke and Mirrors’

Abstract

Within Australia over the last decade there has been considerable government rhetoric about impending shortages in the STEM workforce and the long-term impact on the future economy. Much of the data provided in government and industry reports allude to falling participation rates in STEM-related subjects and the inability of industry to employ suitable employees with the necessary skill-sets. In this theoretical paper, we explore these reports and the STEM literature to mine the data so as to highlight the inconsistencies and 'smoke and mirror' messages communicated in many of the findings. Initially, the participation rates of students in STEM-related subjects both at secondary and tertiary levels are explored. Following this, the various disciplines or fields of education comprising STEM are considered. Finally, in order to gain a broader and potentially alternative perspective, economic measures including job availability and salaries are discussed in relation to STEM graduate destinations and employment. While Australia is the context for the discussion, reference is made to emerging data from other countries experiencing similar issues around STEM where applicable.

Meeting Real World Demands of the Global Economy: An Employer's Perspective

“…employers and accommodates innovation in STEM-related positions is necessary for guaranteeing future economic prosperity in a competitive global economy (Panizzon, Corrigan, Forgasz, & Hopkins, 2015;Prinsley & Baranyai, 2015b). This paper aims to establish ways to bridge the gap between STEM education and the STEM workplace.…”

Industrial actors and their rationales for engaging in STEM education

“…The external engagement in STEM education initiatives may be seen in light of the discourse of 'STEM crisis' (cf. Mansfield, Welton, & Grogan, 2014;Panizzon, Corrigan, Forgasz, & Hopkins, 2014). This crisis is depicted in different ways.…”

“…The often unproblematized discourse of a STEM crisis has led some scholars to start discussing whether the discourse represents a real problem. For example, Panizzon et al (2014) discuss the 'rhetoric about impending shortages in the STEM workforce' in an Australian context. Panizzon et al (2014) argue that the rhetoric about falling participation rates and shortages of the workforce across STEM is not consistent with available data on student enrolment in higher education.…”

“…For example, Panizzon et al (2014) discuss the 'rhetoric about impending shortages in the STEM workforce' in an Australian context. Panizzon et al (2014) argue that the rhetoric about falling participation rates and shortages of the workforce across STEM is not consistent with available data on student enrolment in higher education. Mansfield et al (2014) problematize the discourse of the STEM crisis in a US context.…”

Is STEM Academy Designation Synonymous with Higher Student Achievement?

“…Fakat aynı zamanda öğrencilerin ilgileri artsa da FeTeMM kariyerlerine çok fazla yönelmedikleri dolayısıyla FeTeMM hattında bir sızıntı olduğu da belirtilmiştir (Jon ve Chung, 2013). Avustralya'da yine FeTeMM eğitiminin önemi ve FeTeMM'e duyulan ihtiyaç (Manufacturers' Monthly, 2015;Panizzon, Corrigan, Forgasz ve Hopkins, 2015) üzerinde durulmuş, öğretmenler arasındaki profesyonel ortaklıklar ve birlikte çalışmalar incelenmiştir (Bissaker, 2014). Malezya'da da FeTeMM eğitimine olan gereksinim bahsedilmiştir (Osman ve Saat, 2014).…”