Skip to main content

Advertisement

Log in

Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Anlezark, A., Lim, P., Semo, R., & Nguyen, N. (2008). From STEM to leaf: where are Australia’s science, mathematics, engineering and technology (STEM) students heading? Adelaide: National Centre for Vocational Education Research.

    Google Scholar 

  • Atkinson, H., & Pennington, M. (2012). Unemployment of engineering graduates: the key issues. Engineering Education, 7(2), 7–15. doi:10.11120/ened.2012.07020007.

    Article  Google Scholar 

  • Australian Academy of Science (2015). The importance of advanced physical and mathematical sciences to the Australian economy. Canberra: Australian Academy of Science.

    Google Scholar 

  • Australian Academy of Science (2016). The importance of advanced biological sciences to the Australian economy. Canberra: Australian Academy of Science.

    Google Scholar 

  • Australian Bureau of Statistics (2016). Census TableBuilder. http://www.abs.gov.au/websitedbs/censushome.nsf/home/tablebuilder?opendocument&navpos=240. Accessed 1 December 2016.

  • Bastian, D. (2014). Science of employment. Campus Review, 24(5), 30.

    Google Scholar 

  • Bell, S. (2010). Women in science. Higher Education Management and Policy, 22(3), 1–19.

    Article  Google Scholar 

  • Blake, C. (2010). Careers for science graduates. Melbourne: Graduate Careers Australia.

    Google Scholar 

  • Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: science technology engineering mathematics. Executive summary. Washington DC: Georgetown University Center on Education and the Workforce.

    Google Scholar 

  • Charette, R. N. (2013). The STEM crisis is a myth. IEEE Spectrum, Online(30 August), http://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth.

  • Chevalier, A. (2012). To be or not to be... a scientist?—IZA discussion paper no. 6353. Bonn: Institute for the Study of Labor.

    Google Scholar 

  • Choy, S. P., & Bradburn, E. M. (2008). Ten years after college: comparing the employment experiences of 1992–93 Bachelor’s degree recipients with academic and career-oriented majors. Postsecondary education descriptive analysis report. NCES 2008-155. Washington DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Coates, H., & Edwards, D. (2009). The 2008 graduate pathways survey: graduates education and employment outcomes five years after completion of a bachelor degree at an Australian university. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Department of Education and Training (2015). Selected Higher Education Statistics – 2010 Student Data - Award Course Completions. http://www.education.gov.au/selected-higher-education-statistics-2010-student-data#award-course-completions. Accessed 1 December 2016.

  • Frehill, L. M. (2012). Gender and career outcomes of US engineers. International Journal of Gender, Science and Technology, 4(2), 148–166.

    Google Scholar 

  • Graduate Careers Australia (2016a). Beyond graduation 2015. Melbourne: Graduate Careers Australia.

    Google Scholar 

  • Graduate Careers Australia (2016b). Graduate destinations 2015. Melbourne: Graduate Careers Australia.

    Google Scholar 

  • Hajkowicz, S., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., et al. (2016). Tomorrow’s digitally enabled workforce: megatrends and scenarios for jobs and employment in Australia over the coming twenty years. Brisbane: CSIRO.

    Google Scholar 

  • Harris, K.-L. (2012). A background in science: what science means for Australian society. Melbourne: Centre for the Study of Higher Education, University of Melbourne; Australian Council of Deans of Science.

    Google Scholar 

  • Healy, J., Mavromaras, K., & Zhu, R. (2013). Consultant report—securing Australia’s future STEM: country comparisons—the STEM labour market in Australia. Melbourne: Australian Council of Learned Academies.

    Google Scholar 

  • Holt, R., Johnson, S., & Harrison, G. (2011). The supply of and demand for high-level STEM skills: briefing paper. London: UK Commission for Employment and Skills.

    Google Scholar 

  • Jones, S., Yates, B., & Kelder, J.-A. (2011). Learning and teaching academic standards project: science learning and teaching academic standards statement. Strawberry Hills, NSW: Australian Learning and Teaching Council.

    Google Scholar 

  • Kaspura, A. (2014). The engineering profession: a statistical overview—eleventh edition, October 2014. Barton, ACT: Engineers Australia.

    Google Scholar 

  • Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: good jobs now and for the future. ESA issue brief # 03-11 (US Department of Commerce). Washington DC: US Department of Commerce - Economics and Statistics Administration.

    Google Scholar 

  • Laws, P. M. (1996). Undergraduate science education: a review of research. Studies in Science Education, 28(1), 1–85. doi:10.1080/03057269608560084.

    Article  Google Scholar 

  • Leggett, M., Kinnear, A., Boyce, M., & Bennett, I. (2004). Student and staff perceptions of the importance of generic skills in science. Higher Education Research & Development, 23(3), 295–312. doi:10.1080/0729436042000235418.

    Article  Google Scholar 

  • Leuze, K. (2011). Higher education and graduate employment: the importance of occupational specificity in Germany and Britain. In J. Clasen (Ed.), Converging worlds of welfare? British & German social policy in the 21st century (pp. 245–265). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  • Lyons, L. C. (2011). A survey of STEM workforce development needs and opportunities in the London & South East Region (National HE STEM programme London & SE regional spoke). Birmingham: National HE STEM programme London & SE regional spoke.

    Google Scholar 

  • Mellors-Bourne, R., Connor, H., & Jackson, C. (2011). STEM graduates in non STEM jobs. London: Department for Business, Innovation and Skills.

    Google Scholar 

  • Metcalf, H. (2010). Stuck in the pipeline: a critical review of STEM workforce literature. InterActions: UCLA Journal of Education and Information Studies, 6(2), Article 4.

  • Norton, A., & Cakitaki, B. (2016). Mapping Australian higher education 2016. Melbourne: Grattan Institute.

    Google Scholar 

  • Palmer, D. (2008). Practices and innovations in Australian science teacher education programs. Research in Science Education, 38(2), 167–188. doi:10.1007/s11165-007-9043-z.

    Article  Google Scholar 

  • Palmer, S., Tolson, M., Young, K., & Campbell, M. (2015). The relationship between engineering bachelor qualifications and occupational status in Australia. Australasian Journal of Engineering Education, 20(2), 103–112. doi:10.1080/22054952.2015.1092666.

    Article  Google Scholar 

  • Robbins-Roth, C. (2006). Alternative careers in science: leaving the ivory tower (2nd ed.). Burlington, MA: Academic Press.

    Google Scholar 

  • Roberts, G. G. (2002). SET for success: the supply of people with science, technology, engineering and mathematics skills: the report of Sir Gareth Roberts’ review. London: Department of Trade and Industry and Department for Education and Skills.

    Google Scholar 

  • Rodrigues, S., Tytler, R., Darby, L., Hubber, P., Symington, D., & Edwards, J. (2007). The usefulness of a science degree: the “lost voices” of science trained professionals. International Journal of Science Education, 29(11), 1411–1433. doi:10.1080/09500690601071909.

    Article  Google Scholar 

  • Roksa, J., & Levey, T. (2010). What can you do with that degree? College major and occupational status of college graduates over time. Social Forces, 89(2), 389–415. doi:10.1353/sof.2010.0085.

    Article  Google Scholar 

  • Ross, P. M., & Gill, B. (2010). Past and present challenges to enquiry learning in tertiary science education [enquiry learning, science, science education, curriculum]. Journal of Learning Design, 3(3), 13. doi:10.5204/jld.v3i3.62.

    Article  Google Scholar 

  • Rothwell, J. (2013). The hidden STEM economy. Washington, DC: Metropolitan Policy Program at the Brookings Institution.

    Google Scholar 

  • Samarji, A. (2012). Forensic science education: inquiry into current tertiary forensic science courses. Forensic Science Policy & Management: An International Journal, 3(1), 24–36. doi:10.1080/19409044.2012.719580.

    Article  Google Scholar 

  • Smith, E., & White, P. (2016). A ‘great way to get on’? The early career destinations of science, technology, engineering and mathematics graduates. Research Papers in Education, online early, 1–23. doi:10.1080/02671522.2016.1167236.

    Article  Google Scholar 

  • Strube, P. (1987). Science and its professionals: views of Australian scientists on science education. Research in Science Education, 17(1), 47–55. doi:10.1007/bf02357171.

    Article  Google Scholar 

  • The Quality Assurance Agency for Higher Education (2015). Subject benchmark statement: biosciences. Gloucester: QAA.

    Google Scholar 

  • Treagust, D. F., Won, M., Petersen, J., & Wynne, G. (2015). Science teacher education in Australia: initiatives and challenges to improve the quality of teaching. Journal of Science Teacher Education, 26(1), 81–98. doi:10.1007/s10972-014-9410-3.

    Article  Google Scholar 

  • Trevelyan, J., & Tilli, S. (2010). Labour force outcomes for engineering graduates in Australia. Australasian Journal of Engineering Education, 16(2), 101–122.

    Article  Google Scholar 

  • Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207–2233. doi:10.1007/s11165-013-9352-3.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Stuart Palmer.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Palmer, S., Campbell, M., Johnson, E. et al. Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula. Res Sci Educ 48, 989–1006 (2018). https://doi.org/10.1007/s11165-016-9595-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-016-9595-x

Keywords

Navigation