The IES Annual Graduate Review, 2001 update
Part 3: Science, Technology and Computing Graduates

Pearson R, Perryman S
Report 374c, Institute for Employment Studies, March 2001

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a review supported by the IES Research Networks

This page is a summary of a briefing report for the IES Research Networks.
Full, detailed data for Research Network Members appear on the Members’ area of this website.

The science and technology labour market is diverse and has many contrasting features. In key areas of STC such as computing and some areas of engineering, skill shortages abound, yet the numbers entering degree courses are falling. In the life sciences and other STC areas, however, many new graduates struggle to find suitable employment.

This is the third of three updates of the IES Graduate Review 2000. Part 1 profiled the applicants entering higher education and the number and characteristics of those graduating. Part 2 examined the entry of new graduates to the labour market. Part 3 now provides more detail on the position of those with sought-after science, technology and computing (STC) qualifications, where recruitment difficulties in some disciplines co-exist with unemployment and underemployment in others.

These three parts update key elements of the IES Graduate Review 2000, which remains a relevant, and broader based source document. They have been prepared for the IES Research Networks whose members have access to more detailed tables and charts through the IES website, as detailed at the end of this brief.

Numbers entering STC courses

More than two-thirds of entrants to STC degree courses have ‘A’ level qualifications, the proportion rising to over 80 per cent in the biological and the physical sciences, and over 90 per cent in the mathematical sciences. Vocational and other qualifications are far more prevalent in the case of engineering and computer sciences, accounting for nearly one in three of the entrants.

The numbers taking ‘A’ levels are clearly a key element in the supply chain of STC graduates. While the number of students obtaining ‘A’ levels has grown by 16 per cent in the five years to 1999, the numbers taking two or more ‘A’ levels including a science or maths has grown rather faster, up by 26 per cent. However, the increase in the numbers specialising in science subjects only, has lagged at nine per cent.

Among those entering with ‘A’ levels, about half (52 per cent) of those entering biological sciences, and physical science courses had ‘A’ level scores of over 21 points. In maths and informatics (computing), rather fewer (only 41 per cent) had such high ‘A’ level scores. In engineering and technology the proportion rises to 47 per cent.

While the overall numbers accepted to enter first degrees grew by two per cent in the four years to 2000, the numbers in maths and informatics grew by 32 per cent. There were, however, falls in the numbers entering the physical sciences, down by 16 per cent. Biological sciences, and engineering and technology, were both down eight per cent. The fall in the biological sciences follows years of rapid growth in the output figures for the years to 1999, as shown below. The declines in physical sciences, and engineering and technology follow on earlier declines, while there has been an acceleration in the growth in maths and informatics.

Who are STC undergraduates?

Significant gender imbalance

Women now comprise over half of full-time undergraduates, but there are wide disparities across STC subjects (Figure 1).

Fig. 1: Female UK domiciled HE students, by subject, 1998/99


Fig. 1: Female UK domiciled HE students, by subject, 1998/99

Source: IES/HESA, 2000

Women account for highs of nearly 60 per cent in the biological sciences (including over 80 per cent in psychology), and lows of 14 per cent in engineering, 21 per cent in computing, and under 20 per cent in physics.

Ethnic minorities are well represented

In general those from the ethnic minorities are well represented in higher education in relation to their age profile, accounting for about 14 per cent of all entrants. However they too show imbalances between subjects. For example, in maths and informatics, 30 per cent came from a minority ethnic background, whereas in the physical sciences it was only eight per cent. There are also many differences within the ethnic minority groupings, in terms of preferences and participation (Connor et al., 1999).

Many get industrial experience

While only one in ten of all undergraduates are on sandwich courses, this proportion rises to just over 20 per cent in most engineering subjects and 30 per cent in computer sciences. Even within these subject areas, provision varies considerably between highs of 42 per cent in production engineering, to under 20 per cent in electrical engineering, and chemical engineering. Within the sciences, the figures range as high as 15 per cent in chemistry and nearly ten per cent in biology, and lows in the other main disciplines of five per cent or under.

Large numbers of non-UK students

Although this Review focuses on UK-domiciled students and graduates, one in ten of undergraduates, and over one-third of all postgraduates are from overseas. In engineering and technology the figures are much higher, at 24 and 52 per cent respectively (Table 1). The importance of these high representations is that many non-EU nationals will not be available to work in the UK labour market, although work permits are getting easier to obtain in areas where there are recruitment difficulties. The high percentages in engineering and technology, and in maths, in part reflect the unattractiveness of postgraduate study to UK nationals, compared with its attraction to non-UK nationals.

Table 1: Full-time EU and other overseas students (per cent)


Undergraduates     Postgraduates
Biological sciences 7.7 26.1
Physical sciences 6.4 29.9
Mathematical sciences 8.6 42.3
Computer science 8.5 29.6
Engineering & technology 23.8 51.5
All subjects 10.4 38.0

Source: IES/HESA 2000

Growth in HE has not benefited all STC subjects

The expansion in higher education has continued in recent years, with a twelve per cent increase in overall graduations over the last five years, following a doubling in the previous decade.

Despite this, engineering courses actually produced slightly fewer (full-time, first degree) graduates in 1999 than five years earlier, at just over 20,000. There was also a fall in the numbers graduating in the physical sciences, to a 1999 total of 12,600. The number of first degree, computer science graduates, however, increased by 24 per cent, although the 1999 numbers remain small at just under 10,000. Those graduating with first degrees in the Biological Sciences grew by over 40 per cent and totalled nearly 17,000. However, as noted above, the number of new entrants has been declining in recent years, and a downturn is expected in the next few years.

Fig. 2: Changes in numbers graduating with first degrees, 1995-1999


Fig. 2: Changes in numbers graduating with first degrees, 1995-1999

Source: IES/HESA, 2000

At postgraduate level, growth has been much greater across the subjects although, as noted above, overseas representation is high. In computing, the numbers of full-time students qualifying are up by over 120 per cent, and in physical sciences by 94 per cent. In the biological sciences, a massive 250 per cent growth is largely accounted for by a near tripling of the number of those receiving postgraduate psychology qualifica-tions. Engineering and technology growth has reached 55 per cent, but mathematics only grown by 18 per cent.

Looking internationally, the UK produces as many graduates as most of its OECD competitors. While the overall proportion of UK graduates in science, engineering and technology is close to the average, the UK has rather larger proportions in the sciences and computing, and lower in engineering. (Some of the detailed differences may be explained by definitional differences: Pearson, 2001.)

And after they graduate?

Over eighty per cent of computer science and seventy per cent of engineering and technology graduates had entered employment within six months of graduation. Relatively few went on to further study, and a minority were still looking for employment six months after graduation. In terms of the ‘quality’ of jobs entered, those with computer science, and engineering and technology degrees were the most likely to be in ‘graduate jobs’.

In contrast, those graduating in the biological, physical, and mathematical sciences were less likely to be in employment and more likely to have stayed on for further study. Those from the biological and physical sciences who were in employment, were the most likely to be in lower-level occupations (Figures 3 and 4.)

Fig. 3: First degree graduates, main destinations, 1999


Fig. 3: First degree graduates, main destinations, 1999

Source: IES/HESA, 2000

Fig. 4: Entering ‘graduate’ jobs, by discipline, 1999


Fig. 4: Entering ‘graduate’ jobs, by discipline, 1999

Source: IES/HESA, 2000

Concerns about a brain drain regularly hit the headlines, but while data on this subject is sparse, that which has been available in the past suggests that the flows into and out of the UK are broadly in balance. Last year, between two and three per cent of UK first degree STC graduates who were in employment or training six months after graduation, were outside the UK. This is a similar proportion to five years earlier, when there were fewer job opportunities in the UK.

There was little difference between the STC subjects in terms of the proportions employed overseas.

Longer term tracking of the careers of first degree graduates over the five years since graduation, shows that most are satisfied with the outcomes of their study. However, while the proportion moving into employment rises over time, subject differentials as above, remain (Connor, 1997; Purcell, 1999).

Graduates now account for nearly 80 per cent of those working as professional scientists, and but only half of those in computing and engineering professions. Graduates in employment are more likely to have participated in training (46 per cent) than non-graduates (26 per cent). Somewhat surprisingly, those in STC occupations are less likely than other graduates to have participated in training. A high of 40 per cent of biological scientists and as few as 33 per cent in computing, having participated in training in the surveyed period. The background to these differences is not clear but may reflect the different types of jobs being undertaken.

Finally, those in maths, and in engineering and technology occupations appear to be the most contented with their jobs, with lower percentages seeking to move to a different job. They are also less likely to have moved job in the last year. Computing professionals, not surprisingly, showed the greatest levels of mobility, 14 per cent having changed jobs in the last year. Biologists showed the least mobility: just eight per cent changed jobs.

Not all STCs are the same

In conclusion, it can be seen that to treat scientists, technologists and computing specialists (STCs) as a homogenous group is not appropriate.

The numbers studying and graduating in computing have been rising fast and are still predominantly male. After graduation, they are the most likely to be in graduate jobs. In contrast, numbers studying and qualifying in engineering and technology have been falling, despite being in demand and having positive employment outcomes; they are again predominately male. The boom subjects in terms of numbers graduating have been the biological sciences, where women still predominate, yet they continue to show the weakest transitions into employment, with lower propensities to be in ‘graduate’ jobs. The numbers graduating in these subjects are, however, expected to fall from 2001 onwards.

Key sources and references

The analysis, graphs and figures for this project are based on data published by DfEE, HESA, and ONS (the Labour Force Survey), as detailed in the IES Graduate Review 2000. Key source are:

The IES Annual Graduate Review, 2001 update: Part 3: Science, Technology and Computing Graduates, Pearson R, Perryman S. Report 374c, Institute for Employment Studies, 2001.
ISBN: (no ISBN). £free

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