U R G E N T U R G E N T REPORT REPORT
Disclaimer
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the granting authority can be held responsible for them.
TABLE OF CONTENTS TABLE OF CONTENTS
1. 1.
About URGENT Project About URGENT Project
2. 2.
Timeline of the Project Timeline of the Project
3. 3.
4. 4.
Pilot Workshop Pilot Workshop
5. 5.
Workshop Context Workshop Context
Workshop Results Workshop Results
6. 6.
Conclusion Conclusion
0.1. About URGENT project
URGENT (Underrepresented Groups of Engineering Students) is an initiative launched by the University of Leuven in Belgium, aimed at addressing the challenges faced by minority groups within the engineering field. This project is dedicated to fostering a sense of belonging and inclusion among these groups, ensuring that all students, regardless of their background, feel supported and valued in their academic and professional pursuits.
The European Students of Industrial Engineering and Management (ESTIEM) is proud to be an active contributor to this initiative. ESTIEM’s involvement underscores its commitment to diversity, equity, and inclusion within the engineering community. The primary objective of URGENT is to gain a deeper understanding of the experiences and perspectives of minority engineering students.
As part of this effort, ESTIEM is conducting a series of comprehensive workshops, both online and offline, with students from various European countries. These workshops are designed to serve as a platform for open dialogue, where students can share their experiences, challenges, and ideas. By facilitating these discussions, ESTIEM aims to identify specific issues that minority students face, such as discrimination, lack of representation, and barriers to academic and professional advancement.
In fact, the insights gathered from these workshops can be instrumental in shaping policies and practices that promote a more inclusive and supportive environment within the engineering field. Moreover, the initiative seeks to raise awareness about the importance of diversity in engineering, highlighting the benefits of diverse perspectives in driving innovation and problem-solving. By fostering a culture of inclusion, URGENT aims to empower minority engineering students to thrive and contribute meaningfully to the field.
In summary, the University of Leuven’s URGENT initiative, with the support of ESTIEM, is a proactive and collaborative effort to enhance the experiences of underrepresented groups in engineering. Through dedicated workshops and i h j i build a more inclusive and equitable
0.2. Time line of the project
Workshop in Berlin 15/01/2024
Workshop in Istanbul 29/03/2024
Workshop in Belgrade ((pilot workshop)
Workshop online 16/01/2024
Workshop in Grenoble 03/05/2024
0.3. Pilot workshop
After internalising the guidelines outlined in these topics, the committee resolved to organise a pilot workshop in June 2023 to evaluate the proposed methodological approaches to this research. The workshop was held in Belgrade, Serbia, and featured a comprehensive presentation of the project. This presentation aimed to provide participants with a clear understanding of the significance of the research. Following the presentation, an open discussion was conducted to deliberate on several pertinent topics, facilitating a thorough exchange of ideas and feedback.
Based on the insights obtained from this workshop, we design the subsequent sessions according to a standartised approach.
0.4. Workshop context
Belgrade workshop
The pilot workshop in Belgrade was attended by 11 participants, predominantly women, and was conducted in an in-person setting. All attendees were Serbian students, many of whom had relocated to Belgrade to pursue their studies at the university. Although the majority of these students were enrolled in programs related to Engineering and Industrial Management, most expressed a stronger affinity towards the management aspects of their studies.
Berlin workshop
The workshop in Berlin saw an attendance of 20 to 25 participants, comprising a well-balanced and diverse group with 60% female and 40% male attendees. The majority were students pursuing their studies in their home country, with the exception of two individuals who had relocated from Turkey to Germany for their education. Nearly 80% of the participants were enrolled in Industrial Engineering and Management (IEM) programs, underscoring the workshop's relevance to this field.
Zooming On - Online workshop
To foster a broader range of perspectives, the committee resolved to organise an online workshop. The workshop was attended by 11 individuals, with a demographic composition of 64% male and 36% female participants. Most attendees were students pursuing their studies in their home country, with the exception of three students studying abroad. The diversity of the countries represented by the students who attended this session is detailed in the table below:
Istanbul workshop
During the workshop held in Istanbul, a total of 12 participants were in attendance, all of whom are Turkish students currently enrolled at Istanbul Technical University (ITU). The gender distribution among the attendees was 42% female and 58% male. Notably, the majority of these participants indicated a stronger affiliation with the field of management, as per their respective study programs.
Grenoble workshop
The last workshop was held in Grenoble, France, featuring an attendance of six participants. All attendees were female, of French nationality, and currently pursuing their studies at the schools of Grenoble INP. Notably, the majority of these participants are aligned more closely with the field of engineering, as indicated by their study programs. It is also significant to mention that all the students had relocated to Grenoble for their education, as none of them originally resided in the city.
0.5. Workshop results
0.5.1. Study field
In our recent analysis of student identification according to the study programs, we have observed distinct patterns in the alignment with engineering and management disciplines.
In Berlin, students exhibit a balanced identification with both engineering and management. A few students, however, do not associate with either field, indicating their studies lie outside the realm of Industrial Engineering and Management (IEM).
The online workshop participants present an equitable distribution, with approximately 50% identifying more closely with engineering and the remaining 50% with management. This demonstrates a well-rounded representation of both disciplines. In fact, it may align with the diversity of students that attended the workshop.
In Istanbul, the students predominantly align with management. This trend reflects the institution's academic focus, which is more oriented towards management studies.
Conversely, in Grenoble, students tend to identify more with engineering. Notably, there is one student who aligns more with management, highlighting a minor yet significant deviation from the predominant trend.
0.5.2. Future role
Regarding their future career aspirations, the majority of respondents expressed a desire to engage more intimately with the management side of their respective fields. However, they also emphasised that many career decisions will ultimately be shaped by their experiences in the workforce.
In a survey we conducted with some of the participants to assess their career trajectories, we gathered insightful data on their expectations. Here are the key outcomes concerning their belief in whether they will pursue careers closely aligned with their current academic majors:
When it comes to the university's effectiveness in providing information about career options available to students after completing their IEM studies, the general sentiment is largely critical. A significant number of students feel that they gain more comprehensive insights into their future opportunities through involvement in student organisations, internships, and other extracurricular activities than through the university's direct efforts.
However, it's worth noting that students do recognize some efforts made by the university. These include organising company fairs, which are events where various companies set up booths to provide information about their organisations and potential job openings. Additionally, the university hosts guest lectures, where industry professionals and experts are invited to speak on relevant topics, providing students with insights into the industry. Some professors also play a rough their professional networks, which contacts in their field.
Despite these initiatives, the prevailing opinion is that these measures fall short. Students feel that the university could do more to bridge the gap between academic studies and career planning, as the most valuable information and guidance currently come from their hands-on experiences and engagement in activities beyond the classroom.
0.5.3. Feeling of belonging to your university
Gender and Education: Are Female Students More Prone to Dropping Out than Male Students?
The question of whether female students are more likely to drop out of their studies than male students reveals a multifaceted and nuanced landscape. Insights gathered from recent workshops shed light on several critical aspects that shape this issue.
One primary observation is that the dropout rate among female students is not the paramount concern. Instead, a significant barrier lies in the initial hesitation among women to commence their studies. This reluctance is largely attributed to the prevailing male dominance in many academic engineering fields and the paucity of female representatives. Participants reported instances of discrimination in lectures, homework groups, and partnerships, which exacerbate this hesitation.
Interestingly, many female participants found the dropout question somewhat surprising and not particularly concerning within their context. In some programs, particularly in Grenoble, the gender ratio is nearly balanced, with women demonstrating a commendable steadfastness in their studies. However, it was acknowledged that this phenomenon of female dropout does exist in other regions and institutions, warranting attention and action.
The discussion further delved into the broader societal pressures that influence educational persistence. There is a pervasive notion that societal advancement for females is heavily predicated on obtaining a diploma, often driven by familial expectations. This pressure can paradoxically lead to higher dropout rates. Yet, some participants argued that the desire to avoid subordination to male authority actually motivates women to persist in their education.
Moreover, the disparity in job opportunities between genders was highlighted. Males often have access to more abundant job prospects outside academia, which diminishes the societal pressure on them to complete their education. Conversely, women frequently pursue degrees as a means to achieve financial independence and career advancement, given the persistent wage gap between genders.
Regional disparities also play a role. In certain areas, such as parts of Turkey, educational opportunities for girls are historically neglected, perpetuating genderbased disparities in educational attainment. However, efforts are underway in regions like Eastern Turkey to promote female education, challenging these entrenched disparities.
Another significant factor discussed was the potential for workplace harassment faced by women with diplomas. While both genders are equally susceptible to such harassment, the fear of encountering it can influence educational decisions.
Gender representation in specific fields, such as engineering, was also a crucial point. The historical underrepresentation of women in these areas can lead to feelings of isolation and a lack of connection to the academic environment, contributing to higher dropout rates. Financial considerations further underscore the importance of a degree for women seeking financial independence.
In conclusion, the dropout rates of female students compared to their male counterparts are influenced by a complex interplay of societal pressures, gender representation, financial considerations, and regional disparities. While the issue may not be prevalent in every context, it remains a critical area of concern that demands ongoing attention and targeted efforts to ensure gender equity in education.
Examining the Dropout Rates: Are International Students More Likely to Leave Their Studies?
The question of whether international students are more likely to drop out of their studies compared to students studying in their home country is a complex and nuanced issue. A select group of students who partook in the workshops responded to a survey. The following chart provides a comprehensive overview of the geographical backgrounds of a subset of the participants.
Regarding the outcomes for this topic, firstly, adaptation challenges play a significant role. International students often face hurdles in adjusting to a new culture, educational system, and social environment. These challenges can be formidable, contributing to a higher likelihood of dropout, particularly if students struggle to integrate into both academic and social facets of their new surroundings.
Language barriers further complicate the situation. While in some regions, such as the Nordic countries, where classes are predominantly conducted in English, this barrier may be mitigated, easing the academic journey for international students. However, in other countries like Portugal, Serbia, and Turkey, where classes are mostly conducted in native languages, the language barrier can severely impact academic performance and overall experience.
Financial constraints also emerge as a crucial factor. International students often face additional financial burdens, including limited access to governmental support, which can jeopardise their ability to sustain their education. Interestingly, a student from Novi Sad (Serbia) pointed out that such financial pressures might act as a motivator for some, driving them to complete their degrees successfully, though for others, it could be a significant stressor.
Differences in educational systems further exacerbate the challenges for international students. Adjusting to a new grading system, teaching style, and assessment methods can increase stress levels and potentially elevate dropout rates.
Economic hardships upon arrival and insufficient provision of dormitory accommodations are additional concerns, particularly for those migrating from distant cities. These issues can lead to unfavorable life trajectories and compound the challenges faced by international students.
Familial backgrounds, including the level of education within the family and religious beliefs, also significantly influence students' propensity to drop out. Moreover, minority groups may experience additional pressures from professors or educational institutions, heightening the risk of dropout.
Participants in the discussions largely agreed on the lack of institutional support for international students. The tendency for international students to form insular communities, often not integrating with the broader school community, was noted. This isolation, coupled with a lack of language proficiency, can impede their sense of belonging and integration. It was suggested that schools should offer free language classes to aid in this transition.
The insights from international students were particularly illuminating. They acknowledged the temptation to remain within their own cultural bubble, speaking their native language, and not fully integrating into the host country’s academic and social life. This lack of integration, rather than the academic content itself, was identified as a key factor contributing to higher dropout rates among international students.
Additionally, the bureaucratic complexities and complicated IT infrastructure of institutions, such as TU Berlin, were cited as potential sources of frustration for international students, further impacting their educational experience.
In conclusion, the higher propensity for international students to drop out compared to their domestic counterparts is influenced by a complex interplay of adaptation challenges, language barriers, financial constraints, educational system differences, and lack of institutional support. Addressing these issues through targeted support and integration programs is crucial in mitigating dropout rates and ensuring a more inclusive and supportive educational environment for international students.
0.5.4. Identifying At-Risk Minority Groups
In response to the inquiry about identifying at-risk minority groups among students, participants highlighted various segments of the student population that face distinct challenges. Here's a breakdown of the identified minority groups among students categorised by distinct topics:
1. Socioeconomic Challenges:
Students from families without a history of higher education
Students facing financial constraints, needing to balance work and studies
Students compelled to relocate from their places of origin
2. Disabilities and Health Issues:
Students with physical disabilities
Students dealing with mental health issues
Students frequently absent due to illness or health conditions
3. Social and Behavioral Factors:
Students with social difficulties or lack of social skills
Students with no discipline, struggling with time management and academic structure
Students with detrimental habits impacting their academic performance
Ethnic minorities facing cultural and social integration challenges
Members of the LGBTIQ+ community navigating inclusivity and acceptance
Students from diverse religious backgrounds, encountering unique societal pressures
5. Special Circumstances:
Students who are parents, balancing childcare responsibilities with academic commitments
International students adjusting to new cultural and linguistic environments
Mature students returning to education after an extended hiatus
0.6. Conclusion
In conclusion, this workshop, organised by ESTIEM, has provided valuable insights into the sense of belonging and inclusion among minority groups within the student body. The students' perspectives, gathered through these sessions, underscore the critical role universities play in supporting and guiding students, particularly those from minority backgrounds. Key findings suggest that universities can enhance their support for students by better presenting future job roles and increasing backing for student organisations, which offer vital opportunities for student engagement and development.
While the dropout rate among female students is not perceived as a primary concern, the initial hesitation to pursue studies due to a male-dominated environment and experiences of discrimination is a significant barrier. Many women persist in their education, motivated by societal expectations and the pursuit of financial independence. However, addressing regional disparities, job market differences, and workplace harassment remains crucial to ensuring gender equity in education.
International students face unique challenges, including cultural adaptation, language barriers, financial pressures, and bureaucratic obstacles, which contribute to higher dropout rates. The tendency for international students to form insular communities exacerbates these issues, highlighting the need for better integration into the host country's academic and social life. To improve retention rates, it is essential for institutions to provide targeted support and integration programs that address the specific needs of international students.
Overall, the findings from this workshop emphasise the importance of targeted institutional support and the need for continued efforts to create an inclusive and supportive environment for all students, especially those from minority and international backgrounds. This is crucial for not only enhancing the educational experience but also ensuring that all students have equal opportunities to succeed and thrive in their academic pursuits.