1. [Add presentation title, presenter name here]
Using national census data to understand the science workforce and implications for curriculum design
Stuart Palmer )
Malcolm Campbell
Deakin University
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Aims
Analyse the latest national census data to:
identify where BSc graduates work
identify who works in science occupations
reveal the complexity of the science workforce
consider implications for BSc curriculum
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2011 ABS Aust. Census
Types of queries/crosstabs possible:
Field of study (discipline)
Level of qualification (i.e., Bachelor)
Occupational classification
Geographic location
Etc.
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Limitations
Data are from 2011 (dated)
Census only records ‘highest qualification’
Doesn’t disaggregate pass and honours degrees
Have to decide which occupations to include in your area/discipline of interest
Census data are subject to small random variations to avoid potential re-identification
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Occupations included
Actuaries, Mathematicians and Statisticians
Life Scientists
Surveyors and Spatial Scientists
Medical Laboratory Scientists
Agricultural and Forestry Scientists
Other Natural and Physical Science Professionals
Natural and Physical Science Professionals (not further defined)
Engineering, ICT and Science Technicians (not further defined)
Chemists, and Food and Wine Scientists
Agricultural, Medical and Science Technicians (not further defined)
Environmental Scientists
Medical Technicians
Geologists and Geophysicists
Science Technicians
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(broadly) Where BScs work
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Variation by age
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Variation by specialism
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Compared to…
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The science
workforce
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Science
qualifications vs
workforce
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Curriculum questions
What jobs/roles are you educating for?
Where are your graduates (alumni) working?
Where are your students intending to work?
What career outcomes are portrayed in your course publicity?
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Curriculum questions
Who’s on your advisory board?
Do you cover in demand generic STEM skills such as programming, visualisation and statistics?
What is an authentic science curriculum???
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Thank you for your time
t.co/qbsfuQAL30
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