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Evaluation of the Future Brunels Programme: 2011-2015

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Evaluation of the Future Brunels Programme: 2011-2015 Eagle, S. , & Sutherland, R. (2016). Evaluation of the Future Brunels Programme: 2011-2015. University of Bristol. Publisher's PDF, also known as Version of record Link to publication record in Explore Bristol Research PDF-document This is the final published version of the article (version of record). It first appeared online via the University of Bristol. Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ July 2016 Evaluation of the Future Brunels Programme: 2011-2015 Dr. Sarah Eagle Professor Rosamund Sutherland Graduate School of Education, University of Bristol Acknowledgements The Future Brunels programme would not be possible without generous support from many individuals and organisations. In particular the ss Great Britain Trust is grateful for the significant investment and encouragement from the Lloyd’s Register Foundation in the five- year pilot phase of the programme along with important support from the Society of Merchant Venturers and the University of Bristol. The Trust would also like to recognise the members of the Brunel Institute Corporate Academy who contribute invaluable expertise and resources to the Trust’s education initiatives. 1 Table of Contents Executive Summary ............................................................................................................ 4 The Future Brunels programme .......................................................................................................... 4 Evaluating the programme .................................................................................................................. 5 Tackling the decline in STEM take-up Post-16 ................................................................................... 6 Learning about the engineering practices of Isambard Kingdom Brunel............................................ 6 Becoming a member of the ss Great Britain community .................................................................... 6 Access to the working life of scientists and engineers ....................................................................... 7 Engaging with scientists and engineers ............................................................................................. 7 The importance of “having a go yourself” ........................................................................................... 7 Integrating engineering and science ................................................................................................... 8 STEM work experience ....................................................................................................................... 8 The role of the programme leads ........................................................................................................ 8 Do Future Brunels want to pursue STEM-related careers?................................................................ 9 Are Future Brunels able to pursue STEM-related careers? ............................................................... 9 Conclusions ...................................................................................................................................... 10 Introduction and Aims of the Evaluation ......................................................................... 12 Review of Relevant Research .......................................................................................... 14 Young people’s interest in science, technology, engineering and mathematics (STEM) ................. 14 How is the term STEM understood? ................................................................................................. 15 Scientifically literate populations and a vision of the future world .................................................... 15 Attitudes towards science ................................................................................................................. 16 Knowledge and interest .................................................................................................................... 17 Identity and aspiration ....................................................................................................................... 17 Choosing STEM and navigating the system ..................................................................................... 19 No one ‘fix’: diverse approaches ....................................................................................................... 20 Developing a ‘third space’ ................................................................................................................. 21 New directions: diverse and interconnected resources .................................................................... 22 Concluding remarks .......................................................................................................................... 22 The Future Brunels Programme....................................................................................... 23 A programme based on the inventions and attributes of Isambard Kingdom Brunel ....................... 23 Diverse approaches; using the city of Bristol as a resource ............................................................. 24 Concluding remarks .......................................................................................................................... 27 Becoming Future Brunels ................................................................................................ 28 Introduction ....................................................................................................................................... 28 First-hand contact with people and their work .................................................................................. 28 STEM work experience ..................................................................................................................... 29 Access to scientific and engineering practices ................................................................................. 31 Integrating science and engineering ................................................................................................. 32 Becoming part of the ss Great Britain community ............................................................................ 33 Access to the working practices of Brunel ........................................................................................ 35 Developing confidence and feeling privileged .................................................................................. 37 Thinking about the design of future programmes ............................................................................. 39 Do the Future Brunels want to pursue STEM-related careers? ..................................... 42 Imagined STEM Futures ................................................................................................................... 42 From non-STEM to a STEM focus .................................................................................................... 45 From no clear idea to a STEM focus ................................................................................................ 47 Developing a clearer sense about which STEM-related career to pursue ....................................... 47 Overlaying STEM onto original interests .......................................................................................... 47 Choosing A-level science subjects that keep options open ............................................................. 48 Careers in science and engineering ................................................................................................. 48 Are the Future Brunels able to pursue STEM-related careers? ..................................... 49 2 Introduction ....................................................................................................................................... 49 Becoming interested: families and the resourcing of imagined STEM futures ................................. 49 Following up and developing interests: resources that can help to realise ambitions in STEM ....... 53 Future Brunels post-16 educational choices .................................................................................... 56 Concluding remarks .......................................................................................................................... 57 Identity, Awareness and Opportunity related to STEM .................................................. 58 Contrasting ways of supporting emerging interests .......................................................................... 58 The ground on which the seeds are sown ........................................................................................ 58 Equal opportunities ........................................................................................................................... 63 Conclusions and Recommendations............................................................................... 64 Inspiring young people to explore STEM-related careers ................................................................ 64 Characteristics of the Future Brunels Programme
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