Women in STEM IE - Q2 - Jun 2019 by Mediaplanet UK&IE

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SCIENCE FOUNDATION IRELAND We need to take inspiration from the trailblazing women who went before us. » p6

CONNECTING WOMEN IN TECH One teacher’s career can impact up to 5,000 pupils, so teachers need to have a good understanding of STEM careers. » p4

ENGINEERS IRELAND It has never been more important to inspire and encourage young women to study engineering. » p10

NORAH PATTEN I’m genuinely very happy to see that I’ve been able to progress an impossible dream. » p2

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“Even though it was an impossible dream when I was a child, in 10 years, I plan to be in space” Norah Patten might be just like you; she went to a typical, all-girls’ school in Mayo, but her love for all things space has her set to be the first ever Irish astronaut to go to space. Q: What are you most looking forward to in the next 10 years?

Q: What advice would you give to young girls who are interested in STEM?

“Honestly, I want to get to space within that time frame. I’m most looking forward to the planning, preparation and everything that brings over the next 10 years.”

“I think we need to start thinking about how we can encourage all young people to develop an interest in STEM, not just girls or boys. Understandably, there is an underrepresentation of girls in some of the STEM subjects, for example, in particular engineering fields, but let's start working towards developing the fields so that they are more inclusive from a very young age. This starts at home, in our schools and in our society. As an engineer, I've worked in male-dominated environments, for sure, but we all have to work together to achieve success – men, women, boys, girls, young and old.”

Q: What job would you be terrible at? “I need to be challenged and always learning, so a job that doesn’t give me that I’d find boring.”

Q: Why do you think kids see being an astronaut as such a far-fetched, magical and perhaps unattainable career?

“I think that’s because there have been less than 600 people ever to go to space and becoming an astronaut has been a reality for such a select few. But my hope is that, with this wave of commercial space, that will change and there will be more opportunities to actually fly to space.”

Q: Some girls might worry they don’t have

the same choices as others because of where they go to school. Was your school set up any differently from the ‘average’ school?

Q: Some girls might worry that they aren’t

always A-graders. To have a career like yours, do you have to always be top of the class?

“You have to put the work in, simple as that. It takes time, effort and persistence but when you want something enough, it is worth it.”

“No, my school was very much a typical all-girls’ school in Mayo! I didn’t have access to study some of the subjects a lot of the boys in my university class had studied, but it just meant I had to work even harder, especially in first year of undergraduate.”

Q: If you couldn’t be an astronaut, whatcareer do you think you’d be doing?

“I’m happiest when I’m working on space-related stuff so, each year, I’ve integrated that into my life in some way, whether it be through outreach initiatives in Ireland, international conferences or hands-on training like Project PoSSUM (Polar Suborbital Science in the Upper Mesosphere). I think we all need to learn what makes us happy and do more of it.”

Q: What are some of the most epic parts of your training?

“It’s impossible to pick just one thing because there have been so many epic parts!! Last October (2018), we flew as researchers on a parabolic flight; that’s where you float weightless. That was amazing! I loved many elements of PoSSUM, like the high-G acrobatic flights and spacesuit testing.”

Q: How did your family/friends react when you told them you are actually going to be an astronaut?

“They’re well used to me at this stage, they’ve been listening to this for the past 25 years! They are all totally behind it and I think genuinely very happy to see that I’ve been able to progress an impossible dream.” PLANETS: © GETTYIMAGES, ALFAZETCHRONICLES HEADSHOT: © TIM PEAKE SOYUZ, ULSTER TRANSPORT MUSEUM

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NORAH PATTEN Irish Aeronautical Engineer MEDIAPLANET

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How women bring a new perspective to infosecurity A love of numbers convinced Chief Information Security and IT Risk Officer, Nicola O’Connor, to ultimately follow a STEM career and she wants more girls to do the same.

was so keen on maths as a child that I used to add up the figures on car number plates when we went on family trips. My k nowledge of the ST E M sector was quite limited during my early education so, considering how much I loved maths, a career as an accountant seemed a more obvious path for me. In the end, I studied computer engineering at University College Cork. I was outnumbered five to one by men, but I found the course fascinating, and this was my route into the STEM sector. I joined Intel in 1996 covering a number of technical roles including IT construction project manager and data centre change manager position. I joined Allied Irish Banks (AIB) in 2007, initially to help with business re-engineering. It’s my job to manage risks to the technology we rely on I soon focused more on operational

risk and IT strategy and became AIB’s chief information security officer in October 2017. My job is all about managing risk around the technology that AIB uses. There are some great opport u n it ies i n S T E M i n A I B for girls starting their career and for women ret u r n i n g to t he workplace. It’s important to always look for talent in this area and have active internal networks that encourage and develop people from diverse backgrounds to pursue a career in STEM. This can open up doors for women joining the sector for the first time from the worlds of finance and business. I n s uch a ma le - dom i nate d industry, it is not always easy to challenge what can appear the norm. Yet the infosecurity sector needs people who can bring a new perspective. We have to confront traditional stereotypes and the mind-set of ‘this is how we’ve

My knowledge of the STEM sector was quite limited during my early education so, considering how much I loved maths, a career as an accountant seemed an obvious path for me.” always done things’. I also want girls to love technology as much as I do and realise it is not static or geeky - it is constantly evolving. For successful growth, banks need to be seen as technology-led, adopting new technologies such as artificial intelligence, robotics and chatbots as well as ensuring customers are able to interact with them through best-in-class digital channels. F or e x a mple, t he ap pl ic ation of artificial intelligence can analyse behaviour and changes in how consumers interact using different devices.

INTERVIEW WITH: NICOLA O’CONNOR Chief Information Security and IT Risk Officer, Allied Irish Bank

Diversity is crucial for organisations, because your employee prof i le shou ld match you r customer base. Within AIB this is a significant focus. I love getting inside the mind of a cyber criminal I love the responsibility of protecting the business from cyber threats and using intelligence to discover who the ‘bad guys’ are and what they are doing. We profile cyber criminals and investigate the tools they are using. There is an element of psychology involved and we become experts in understanding the cybercriminal motivations and behaviours. Women will succeed in STEM jobs if they are confident and resilient and willing to be flexible when it comes to developing their career. This is a focus area for us within AIB. My advice is to not always take the obvious promotion and pay

rise. There is so much going on in STEM that sometimes a sideways move will allow you to grow your skills and improve your career in the long-term. My main message to girls is this: do not rule out a career in STEM too early because there is so much going on that you may not know about. Written by: Steve Hemsley

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Educating teachers on the opportunities available in STEM Teachers are one of the most important influences on a child’s life, so we need to help reframe their thinking around STEM subjects. INTERVIEW WITH: THOMAS MCMAHON Teacher, Firhouse CC

INTERVIEW WITH: AOIFE MACKEN Connecting Women In Technology

o n n e c t i n g Wo m e n I n Tech’s (CWIT) vision is to harness the power of the collective voice of the technology industry in Ireland to raise the profile of women in the technology sector. The goal is to attract more females into careers in technology and provide opportunities to retain and promote those already working in this sector. The 'Girls in STEM' reports – published by Accenture in 2013, 2015 and 2017 – all consistently showed that teachers are one of the biggest influencers in young girls’ lives. The rep or t s

also highlighted that teachers do not have sufficient information on what it is like to work in a STEM industry or what careers can follow from taking a STEM subject at second and third level at school. The STEM Teacher Internship Programme was piloted by DCU in partnership with Accenture and 30% Club in 2016 to address this gap. The programme is led by A ssociate Professor Eilish McLoughlin, Director CASTeL and Chair of the BSc in Science Education and Professor Deirdre Butler who specialises in Digital Learning. T h e o ve r a l l

INTERVIEW WITH:

CLAIRE O’HALLORAN Teacher, Pelletstown ET

“I teach at a primary school and took part in the STEM Teacher Internship programme in 2018. As teachers, we’re preparing children for life after school, but if we don’t know how 21st century skills are being used in industry, we’re not going to be able to teach children effectively.” “My internship was at Microsoft. It was overwhelming at first because I don’t have a background in science or technology, but there were so many people supporting me. The managers were interested in what I had to say and keen to tap into the skills I do have. I was part of the software engineering team, looking at the user experience within Microsoft Office products. It was also interesting to see different parts of the business and how they work together.” “The internship was so valuable. It’s made me look at my planning, and how I integrate technology effectively into my lessons to develop children’s thinking and enhance their learning.”

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aim is to provide future STEM teachers with a personal experience of science, technology, engineering and mathematics (STEM) roles and careers in Industry. A paid internship for trainee STEM teachers A 1 2-week paid inter nsh ip is offered to pre-service teachers training to qualify as primary and secondary level STEM teachers. The internship provides them with a unique opportunity to re-frame their thinking around STEM subjects and the opportunities that follow. CWIT has been a strong promoter of this to all the member companies and industry partners, and has significantly contributed to the growth of this programme over the last four years. To date, 22 students from DCU have completed the internship and approximately half of them have started teaching in schools. In summer 2019, a further 33 students will go through internship programmes at 20 leading tech companies based in Ireland including C W I T members Accenture, Ericsson, EY, HPE, IBM, Intel, Microsoft, Virgin Media, Vodafone and Xilinx. One teacher can impact thousands of school children The testimonials from these teachers and their principals highlight the positive impact they bring to their classrooms – and the staffrooms – as they introduce the pupils to collabo-

“I took my STEM Teacher Internship at Accenture in 2016. I was working with a team offering companies new technologies such as artificial intelligence, machine learning and big data management. It was interesting to see the STEM side of the company, but also the business side to get an insight into what drives the research and development of certain technologies.” “I teach senior and junior cycle maths, senior cycle chemistry and junior cycle chemistry at secondary school, and working in industry really influenced the way I plan my lessons. For instance, I now try to include moments of problem-solving where possible because that’s one of the most important skills pupils are going to need in later life. I also learned from reading Accenture reports about the importance of using more specific language to enhance the storytelling process in the classroom.” “I’d recommend the experience of working in industry without a shadow of a doubt. I wouldn’t have learned things I did without my internship.”

rative a n d creative ways of working. The impact of the programme is immense, as each primary level teacher can impact 1,200 students during a typical career span, while at secondary level, this is even higher – one teacher might influence 5,000 students during a typical 40-year career.

Bringing industry and education together Representatives from member c omp a n ie s c ol l ab or ate on a voluntar y basis and deliver a number of programmes that may have been developed by one of the member companies or in partnership with other organisations. One of our key initiatives is the STEM Teacher Internship Programme that we deliver in partnership with DCU. DCU’s ambition is to scale this programme nationally to more companies and other universities over the next two years. We are

committed to promoting the programme to our member companies and other industry partners that we collaborate with, and we look forward to realising the impact of this programme on the teaching and learning of STEM in Irish primary and second level classrooms for many generations to come. Written by: Tony Greenway CWIT (Connecting Women in Technology) was founded by Dell, Microsoft and Accenture in 2011 and has now grown to 18 companies, including, Dropbox, BT, Eir, Ericsson, EY, Facebook, Google, HPE, IBM, Intel, LinkedIn, Virgin Media, Vodafone, Twitter and Xilinx. Read more at businessnews.ie MEDIAPLANET

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Game-changer: women recognising techbased degrees as broad, ﬁt-for-future and a place they will be comfortable Tireless work, over decades, has been invested in increasing the number of women in technology disciplines. While things have improved, the statistics for areas like engineering and computing remain stubbornly and frustratingly poor.

reat organisations, such as WITS, iWish and Engineers Ireland, have focused on explaining how exciting and interesting STEM careers are, demystifying them and showcasing role models. That has had an impact, and it is so important that this work continues (with industry support). As a country, we have also taken on the issue of competency in mathematics: doubling the proportion of school-leavers who have successfully taken the higher-level maths curriculum. I’m convinced a step change in female participation will only come about if we acknowledge that many school leavers, at 18 years of age, very sensibly do not know what they want to do in life. Despite all of the hype about particular courses, most young adults leaving school pick what they understand to be broad-based degrees, such as those in business, arts or humanities. What differs between young men and women, is how they consider a technology degree in the context of their very reasonable uncertainty. It is time to re-position technology-based degrees Computer science and engineering are multi-opportunity degrees, upon which you could build any

kind of career. Young men seem to understand this better than young women. The changing world of work demands that we place more emphasis on the opportunities these types of degrees offer. Choosing such degrees does not mean you must be an engineer or computer scientists later; the technology degree is a platform from which any career could be launched, and which will bring career-long advantages. Most professional careers of the future will be technology infused, technology enabled or enhanced. Unless more women study tech, we will get a very damaging gender divide emerging, as the nature of work evolves over the coming decades. Tech degrees are amazing programmes to have done whether you eventually work in media, open a business, teach, get involved in law, policy development; the list goes on. Emerging careers in all sectors will require an ability to think analytically, often alongside a sophisticated ability to work with data and/ or systems of one type or another. Helping young women to see where real opportunity lies Our current approach of trying to get young women excited about b ei n g a n en g i ne er/c omputer scientist is working, but I think

Our young women have equivalent backgrounds to be successful in technology programmes, but there is undoubtedly a gender-based confidence gap around mathematics.” will only ever deliver about 25% participation. It has been my experience (in engineering) that the number of female students mirrors the number of males in the class who are very focused on becoming an engineer. What we often don’t have are female equivalents for male students, who are not focused on a specific career yet, but investing in the course to see where it might take them. Why don’t young women view technology degrees as a good, flexible option for them in the way young men do? I think the answer lies in a poorly informed perception of risk. Risk associated with likelihood of success and career risk. Our young women have equivalent backgrounds to be successful in technology programmes, but there is undoubtedly a gender-based confidence gap around mathematics and there is probably also a discomfort with a discipline where learning includes less-than-

PROFESSOR LISA LOONEY Executive Dean, Faculty of Engineering and Computing, DCU

perfect solutions and uncertainty as to ‘right answers’. Perfectionism and catastrophising come into play, and a programme can seem intimidating. Somehow, we need to find a way to bridge the confidence and comfort gaps. Knowing that all students taking our courses have the academic abilit y to be successful, DCU Engineering and Computing is championing teaching approaches and a learning culture where all students have equal opportunity to thrive, and I hope that message will be heard by young women. More and more future careers will be tech-based DCU published a brochure called ‘A World of Opportunities’1 last year, to draw attention to and explain some of the careers of tomorrow and the importance of technology to these. Real career risk comes with not having an adequate technology background, but it is only slowly filtering through to parents, teachers and to young women, where the richest opportunity lies in the future. We s h o u l d b e o p t i m i s t i c . Momentum has been built up through a coalition of industry, h i g her e duc at ion, de d ic ate d interest groups and government.

But most importantly, I think there is a key which will open the door to tech for more women. We must re-frame degrees such as ours as flexible, multi opportunity degrees, fit for the future of work, calling out unsubstantiated reasons why girls might shy away, and developing a learning culture at third level which empowers students of all types to be successful in their study.

DCU Read more at: dcu.ie/a-world-ofopportunities.pdf or visit: dcu.ie

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1: dcu.ie/a-world-of-opportunities.pdf

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Equality in STEM in Ireland The gender gap in STEM in Ireland starts to open up after the Junior Cert, where roughly equal numbers of boys and girls study science but by the Leaving Cert, girls dominate in biology and chemistry but are underrepresented in physics. At third level, women continue to dominate biological sciences but are underrepresented in physics, maths, engineering and technology. Many of the higher paid jobs in Ireland are in engineering and information and computer technology (ICT), so this contributes to the gender pay gap.

48% of 2018 Junior Cert Science candidates were girls1 9 girls sat Leaving Cert Biology for every 1 who sat Physics in 20181 2% of apprentices completing training in October 2018 were women2 13% of 2018 engineering graduates are women3 21% of ICT specialists in 2017 are women; it was 30% in 2004 4 12% of engineering professionals are women3 1% of full professors are women and 17% of CEOs are women5 The average hourly pay was 13.9% lower for women than men in Ireland 20146 Provided by: Women in Technology and Science 1: State Examinations Commission; https://www.examinations.ie/statistics 2: Solas. (2018) Review of Pathways to Participation in Apprenticeship 3: Engineers Ireland. (2019). Engineering 2019 A Barometer of the Profession in Ireland. Dublin: Engineers Ireland. 4: European Institute of Gender Equality. (2019). ICT Specialists by Sex 2017. 5: Daly, E., Farrell, G., Grimson, J. and Smeaton, A. (eds). (2018). Fixing the leaky pipeline and retaining our talent. A summary report on a one-day event held at the Royal Irish Academy on 26 September 6: Eurostat, (2019) Gender pay gap statistics

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Encouraging girls and women into careers in science DR RUTH FREEMAN Director of Science for Society, Science Foundation Ireland

From the world’s first female aviation engineer, Lilian Bland, to discrimination-defying solar astronomist, Annie Maunder, Irish women have helped shape global science, engineering and maths as we know it today.

h e r e h ave b e e n m a ny accomplished and inspirational female scientists throughout history. Pioneering individuals like Dame Kathleen Lonsdale, who made a major breakthrough in modern day x-rays by solving the structure of benzene, have inspired a STEM community in which women are active and ambitious contributors. It’s crucial that we keep showing women that this is a community in which they are not only welcome and valued, but also one which cannot succeed without them. There’s a gap across gender interest in STEM Having conducted research into public perceptions of STEM in Ireland, we have found a significant gender gap with respect to interest in science. Sixty-three per cent of men declared themselves interested in STEM, while only 52% of women did. Thankfully, since this study in 2015, a number of initiatives have been working to foster greater interest among girls in STEM, and ultimately, greater inclusion. Just last year, for example, we launched the #IGetPaidToDoThis campaign through our Smart Futures programme, with support from the Department of Education and Skills. The nationwide project demonstrated to young people, primarily those at second level education, the exciting and potentially unexpected careers that studying STEM can lead to.

Science and technology are rapidly changing the world we live in. We need to take inspiration from the trailblazing women who went before us, and continue their work in harnessing science to solve many of the challenges we face today.” Dr C r ion na Tobi n, Head of Science and Education in Glanbia P er for m a nc e Nut r it ion, a nd Alba Menendez, a civil engineer with Arup were featured in the campaign. They spoke to us about their STEM journeys so far, discussing the reasons they love their jobs, the challenges they have faced, and what a day in their working life looks like. Crionna and Alba are just two examples of the dedicated women working in STEM in Ireland. We are lucky to have female scientists, engineers and technology experts who are passionate, innovative, and in many cases, world-leading. It’s vital that we continue to support them, so that they can continue to work in what they love, and so that our women have wonderful role models to look to when thinking about a scientific career. SFI female researchers and gender data We plan to invest in another analysis of the Irish public’s perceptions and awareness of STEM

later this year, which will allow us to achieve a better understanding of the connection between women and science in Ireland. Ultimately, it will help us to ensure that careers in STEM are seen as equally available to everyone. As we look to our new strategy for 2020-2025, we are placing great importance on initiatives and targets that will make this a reality for women in STEM. We will be proactive in breaking down the barriers. For many girls and young women, careers in STEM simply don’t appear as a viable option. Whether this is because they don’t have access to STEM subjects in school, have exposure to fewer female scientists in the media, or simply have no relevant personal experiences, girls often do not have access to the support they need to consider and pursue STEM careers. That needs to change. Inspirational women are impacting the challenges of today Science and technology are rapidly changing the world we live in. We need to take inspiration from the trailblazing women who went before us, and continue their work in harnessing science to solve many of the challenges we face today. We need girls and women to see their importance in STEM and its future. We all must play our part in showing them that. Read more at businessnews.ie MEDIAPLANET

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Why girls need to be interested in STEM “as early as possible”

INTERVIEW WITH: EMER MCDONNELL Graduate, Air Products

The gender balance in chemical engineering is improving. But to make a real difference, it’s essential to get girls involved and interested in STEM subjects as early as possible.

mer McDonnell remembers choosing A Level physics in sixth form, but then discovering she was the only girl in her class. She shrugged it off. “It didn't bother me,” she says. “But it's the sort of thing that might bother other people. So, we have to ensure that girls don't see science and

Last week, I was at a primary school doing experiments with liquid nitrogen. The reaction from the kids is great. They think the experiments are cool, but then I get the chance to talk to them about what I do.” maths as 'boys' subjects'.” The best way to do that is by getting them involved and interested in STEM as early as possible. It's why Emer — who is currently on the third and final year of a graduate scheme at industrial gases company, Air Products — regularly visits primary and secondary schools to perform presentations and demonstrations as a Science Ambassador for the company. “Last week, I was at a primary school doing experiments with liquid nitrogen,” she remembers. “The reaction from the kids is great. They think the experiments are cool, but then I get the chance to talk to them about what I do. At secondary schools I talk to older students about the subjects they need to study at A level to be able to apply to engineering degrees at university if they're interested in a job in engineering.”

Emer performing a liquid nitrogen demonstration.

An improving gender balance It's good for children of school age to see a young woman in a chemical engineering role. “It shows them that anyone can be an engineer — not just older men,” says Emer, who believes the gender balance in STEM is steadily improving. For instance, when she was studying chemical engineering at Queen's University in Belfast, there were 15 women out of a cohort of 45 or 50 students. “That's quite a high number, so I never felt outnumbered,” she says. “Plus, my sister is a chemical engineer; my team manager and supervisor at Air Products are

female, and half the team are women. From my experience, things are getting better, so I feel there shouldn't be any barriers to women who are interested in joining the industry.” A range of career possibilities Emer took maths, physics and chemistry at A Level, simply because she was good at all three subjects and enjoyed them. “I wasn't really thinking about a career in STEM at that stage,” she admits. “But when I began looking at university options, I thought chemical engineering offered a great mix of problem-solving and using the sort of science skills I enjoyed. Plus, it was a hands-on subject that presented lots of different job opportunities.” She was right. In fact, says Emer, studying chemical engineering opens up a huge range of career possibilities. “With a chemical engineering degree there are so many different industries you can go into and so many different jobs you can do. I would tell anyone interested in it: 'Make sure you do your research and understand what it involves. But if you do that, there'll be nothing holding you back.'” Written by: Tony Greenway

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Three leaders from Zimmer Biomet reveal why and how they chose STEM careers and bust some myths and stereotypes about the industry. LAURA GUINANE Snr. Regulatory Affairs & Quality Systems Lead

LOUISE COOKE Business Unit Manager

suppose science came naturally to me. I was interested in it from a young age, I studied biology, physics and chemistry at school. The great thing about STEM is that it opens up so many different career paths. For instance, you can go down the engineering route, work in a laboratory or take a technical route. I chose a technical route, my current role involves the registration of products that influence and improve people’s lives. The fact that it's diverse and always challenging is a constant motivation for me. I'm not the type of person who'd enjoy a routine day-to-day job. My advice to any young person thinking about further education would be to look for a course that offers work experience. Mine did, which gave me invaluable insight into the STEM industry. Also, bear in mind that you don't need to know exactly what it is you want to do on the day you leave college. Just get into the workforce and then you can move in all kinds of directions, taking advantage of opportunities as they arise. Give it a go. Don't be shy.

e need to get more girls interested in STEM subjects and give them a better understanding of what a STEM career entails. That’s why we at Zimmer Biomet participate in a number of initiatives, such as Junior Achievement Ireland, where volunteers work with students in the classroom and through site visits to hear people from different departments speak about their education, roles and careers. We’ve worked with over 700 students in the last year. I was speaking to a class of 43 girls just yesterday about my career path and what I do. I think young women are surprised to learn how varied and interesting my job is. I interact with numerous departments in a very collaborative way and experience many different aspects of the business. One of the great things about my career in STEM is that it has never been boring. There are always new opportunities to learn and develop. I’ve also achieved a good work-life balance, which has been particularly important to me since the birth of my daughter in 2015. The company has a real focus on flexibility; that’s the same for lots of organisations in the sector these days.

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AISLING DAVIS Global Principal IT Lead

’m lucky because technology is my passion and my job. If I’m honest, though, it took me a long time to figure out what my passion was. I was good at maths at school and wanted to do an engineering-based degree, but couldn’t imagine designing buildings or roads. I ended up doing an Industrial Engineering and Information Systems degree, and it was the ‘information systems’ part that inspired me down the path towards IT. If you gravitate towards STEM from an early age, a world of diverse opportunity awaits you in the future. My role involves introducing new technologies to Zimmer Biomet improving peoples experience at work just like the way we use technology to improve our personal lives. As for me, I wasn’t put off by the male-dominated STEM stereotype; but at college it did sometimes cross my mind: ‘Can I do this as well as the guys on a practical level?’ But there were plenty of females on my course, and I just pushed through those feelings and kept focusing on my own efforts and successes. I’m so glad I did. BUSINESSNEWS.IE

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Top tips for employers Women are less likely to study STEM subjects at school, and they are more likley than men to drop out of STEM careers. So, how can you as an employer change this in your organisation? Audit your organisation - is what’s going on what you were expecting? Look at your:

Technology is massively influencing the world around us EIMEAR MICHAELS Strategy Lead, CWIT

■ board representation of women ■ role models inside the organisation ■ gender balance at various grades ■ gender pay gap ■ retention of women in technical roles ■ perceived discrimination – how does it feel to the women who work there? Set targets for improvement - give board-level accountability and share these targets outside the organisation. Monitor your organisation regularly - are your targets being met? If not, why not? Change how you recruit by: a. Removing gendered language from job ads b. Advertising with payscales to help close the gender pay gap c. Removing identifying information from CVs being reviewed d. Using gender/diversity quotas for candidates called for interview Make women visible – at meetings, conferences, in publications, on panels, at awards, grants, as sources for journalists and content online. Source: Women in Technology and Science Read more at businessnews.ie

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Technology will enable the youth of today to learn, create, innovate, engineer and shape their future.

o m at ter wh at you n g people choose to do with their lives, it is highly likely that technology will play a large role. This provides tech c omp a n ie s a hu g e op p or t u nity, but with this opportunity comes massive responsibility. A responsibility to be inclusive and empathetic in the products and ser vices that they design and build. A responsibility to influence the education curriculum to be more appealing and accessible to students, particularly girls. A responsibility to improve the gender diversity imbalance in the tech sector. It is no secret that there is a growing skills gap in the tech sector. For young people today who choose to pursue a career in tech, the world will be their oyster when they graduate from college. It is predicted that, globally, there will be 3.5 million unfi lled jobs by 2021 in cybersecurity alone. Right now, unemployment in the cybersecurity sector is at 0%1. Girls are under-represented in STEM-based careers with only 30% of Europe’s ICT workforce currently made up of women. Tech companies offer great careers for all I have worked in a large global tech company for the last 14 years. At the beginning, I didn’t really think about the positive societal impact that I can have working in a tech company but, over the years, as the

Girls are underrepresented in STEM-based careers with only 30% of Europe’s ICT workforce currently made up of women.” world has become more tech-dependant, I realise I am having an impact by being involved in some of the great initiatives that we drive in my company and in the CWIT network. I get to work w it h k ids i n primary school, introducing them to coding through Minecraft; I get to mentor young, female teenagers who are working on tech projects as part of their Transition Year projects and I get to see the impact that we can have on people lives t h roug h de sig n i ng i nclu sive products. Through Microsoft’s dedicated education hub, DreamSpace, we have committed to prov iding 100,000 girls and boys with an immersive digital skills experience, which opens their eyes to the opportunities STEM can enable. All of these things and more inspire me to come to work every day. I am not a coder; I studied Business in College, but this has not stopped me from having a fantastic career in a tech company, working alongside and collaborating with colleagues from all professions and all walks of life. The world is changing at such a fast pace – technology is changing as such a fast pace(!) so, from my perspective, working in a tech

company means I have been able to learn and grow at a really fast pace, which is exciting. There is a misconception out there that tech companies are full of male coders. That is not the case at all. Tech companies are vibrant places where there are great careers waiting for men and women of all disciplines. Opening your mind to the possibilities in STEM I am passionate about young girls having the option to choose the subjects that boys have the option to choose in school, and about creating an environment where they feel comfortable choosing those subjects. I have three young daughters in primary school. One wants to be a teacher. The other wants to be a ballet dancer and one wants to work with me because she sees how cool my place of work is! Whether they want to be teachers or ballet dancers, or coders, I want to open their minds to the possibilities that STEM subjects can offer them and to be aware of how much technology will shape their future. I love work i ng i n t he tech industry. I love being a part of a network of like-minded females – like CWIT – who are all striving to make the industry a great place for girls to pursue a career.

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Henkel Ireland Henkel, which also owns Beauty Care and Laundry & Home Care divisions, is the world’s largest manufacturer of adhesives, sealants and functional coatings. In Ireland, Henkel employs circa 400 staff and has three sites; Tallaght (Adhesives R&D, Production, Bottling & Packaging), Ballyfermot (Adhesives Manufacturing) & Little Island, Cork (DYLON Colour Catcher manufacturing). Read more at henkel.com/company diversity-and-inclusion

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INTERVIEW WITH: JOANNE MCGARRY Digital Enterprise Integration Manager, Aer Lingus

disease or tackling global warming, will be addressed by STEM. Transferable skills Sometimes girls have an image in their head of what a computer job is, or what a scientist or an engineer looks like. It tends to be a man, and we need to change that. You can create any career you want with a science or engineering degree. The basic skills you learn – communication skills, problem solving, how to analyse a situation – you can use a ny where.

In shor t, a computer science degree means you can be part of the bigger picture, connecting people and transforming lives. Written by: Amanda Barrell

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JESSICA RAMOS Research Chemist “I’ve been working at Henkel since 2017 after completing my PhD in Chemistry and I love it. I also have a BSc in Industrial Engineering with a major in Chemical engineering, so I get to put that to good use in my current role. “At Henkel, I get to work in industry-driven research, but I also get to rekindle my love of teaching as we facilitate open days for Transition Year students and do a lot of youth outreach, helping to inspire the next generation of minds to pursue a career in science and engineering.” DENISE WALSH Senior Manufacturing Engineer “I’ve heard it said before that engineering is a boys’ club, but I have been an engineer with Henkel for 22 years and I disagree. Although engineering is a male-dominated industry, I have never felt that being a woman has hindered me during my career. “Diversity is important in every industry and we are now seeing more young women take up engineering as a career, which is very encouraging.” DEBORAH MOORE Global Product Development Lead, 3D Printing “I have been working with Henkel for more than a decade. I started as a chemist in the lab but now combine my technical and business skills in an Innovation Leadership role. I completed my Executive MBA and now lead our 3D Printing Development team. “My role has great variety and involves working with customers to understand what new products are needed. I also work with our marketing and business development team to better understand industry and development trends to build our innovation pipeline.” SUSAN CRAIG Safety, Health and Environmental Manager “After studying Science at Trinity College Dublin, I began my career with Henkel on a Graduate Programme at Henkel’s Environment, Health & Safety department in Tallaght, 19 years ago. My colleagues are great, and I have learned so much from them over the years. “Working in an environment where you are valued is very important and I have never once felt at a disadvantage as a woman at Henkel.”

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Women remain an untapped resource within the engineering profession Over 94% of engineering employers in Ireland report skills shortages as the main barrier to growth within the engineering sector. It has never been more important to inspire and encourage more people, especially young women, to study engineering at third level and to choose a career in engineering.

reland’s current and future econom ic and in frast r uctural needs require a drastic increase in the number of thirdlevel engineering graduates and professional engineering apprentices, according to t he latest findings from Engineers Ireland’s Engineering 2019 report. “Our recent survey of members has indicated that over 6,000 new jobs will be created in the engineering sector this year. While this demand is positive, engineering employers are facing an acute shortage of available talent to take up these employment opportunities. The reality is that the number of students moving into thirdlevel engineering and technology sectors needs to be much larger to meet employers’ future needs for graduates,” says Marguerite Sayers, Director General, Engineers Ireland. Tomorrow’s problemsolvers may not even be in secondary school yet She continues: “At Eng ineers Ireland, we recognise our future

engineering innovators who aspire to solve global issues may not even be in the engineering field yet they may be just starting out their education journey in our primary and secondary schools. Our aim is to encourage more students, particularly young females, to pursue engineering at third level because Ireland and the world needs more engineers.” Women and girls need to believe they can fill these roles Inspiring students to visualise themselves working as engineers t h roug h out reach i n it iat ives will be vital not only in addressing skills shortages, but dealing with the stubborn gender gap in the sector. “Women la rgely rema i n a n untapped resource in the engineering profession,” Ms Sayers adds. “Gender imbalance in engineering badly needs to be tackled or we will miss the clear opportunity that exists to harness the very specific creativity and innova-

tion skills that are the hallmark of female engineers. Parents, teachers and careers advisers must support girls into STEM “The statistics in Ireland are stark: just 13% of engineering graduates in Ireland are female. Our research with members has found that 86% of engineers believe that parents, teachers and career g uidance counsellors can do more to break down the societal barriers to girls st udy ing eng ineer ing-related subjects. “The research also found that more than half believed that outdated attitudes, among both women and men generally, are still obstacles to women entering the engineering sector.” However, there is good news on the horizon, as the gender gap has narrowed over the past five years. “There is a growing interest in STEM among young women, but as we saw from our Engineering 2019 report, men still greatly outnumber women at each stage of

MARGUERITE SAYERS Director General, Engineers Ireland

engineering higher education and apprenticeships. “It is incumbent on teachers, policymakers, parents and us all in industry, to play our part in building further awareness and interest in STEM, and particularly engineering, as a creative and diverse profession among young female students,” she concludes. What Engineers Ireland are doing “Engineers Ireland is a leading advocate for STEM education, inspiring curiosity, exploration, creativity and problem-solving in children from an early age. “Through our STEPS Programme – funded under Science Foundation Ireland’s Discover programme, Call, and supported by industry leaders Arup, Intel, TII and ESB – we have developed a number of hands-on workshops and programmes that aim to spark children’s imaginations about STEM and provide them with role models and real-world opportunities to engage with the engineering community,” Ms Spillane says.

The STEPS programme focuses its core activities on four key initiatives, aimed at primary and secondary school children:

Engineers Week, which promotes engineering as a career choice and the importance of the profession to Ireland

The Young Engineers Award, a competition for 3rd and 4th class pupils to find Ireland’s next generation of engineering talent

The Engineering Your Future Programme, providing Transition Year Students with an immersive experience among engineering academia and organisations

Engineering Girl Guides and Brownie Badges, an initiative developed with the Irish Girl Guides.

Renewable Engine is an exciting cross-border Research & Innovation project aimed at facilitating direct knowledge transfer and technology development within the Advanced Manufacturing and Renewable Energy sectors. The project is supported by the European Union’s INTERREG VA Programme, managed by the Special EU Programmes Body (SEUPB), with match funding provided by the Department for the Economy (Northern Ireland) and Department of Business, Enterprise and Innovation (Republic of Ireland).

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Hannah’s engineering career is ready for take-off AN INDEPENDENT SUPPLEMENT BY MEDIAPLANET

When she was little, Hannah Richardson, now an Apprentice Engineer, loved fixing things. Joining the male-dominated engineering sector was never an issue for her.

y dad is an agricultural me ch a n ic, s o I w a s always around engines growing up. Ever since I was little — just five or six years old — I was interested in fixing things, and he'd let me help him. I was never told: 'You're a girl. You can't do that.' I always liked maths, but at

secondary school I chose technology over science, and I'm glad I did. It's very 'hands on', so it suited me well. In fact, it was my technology teacher who suggested aircraft engineering to me. I'd never have thought of it myself, but she got me onto an aviation technology course in Transition Year at secondary school — and I really enjoyed it. © STOCKROCKET

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I went to an all girls’ secondary where apprenticeships were never talked about. None of my friends were interested in engineering, so I guess I was the tomboy of the group.” The best route into an apprenticeship When I was 18, I went to college for two years to study aviation technology. I thought that would be the best route into an apprenticeship, and I was right because the knowledge I learned on that course was invaluable. During my apprenticeship interview I was asked questions that I knew thanks to my college studies. It was also a good background for my first year apprenticeship exams. I started my four-year apprenticeship in 2017, aged 20, and I'm just coming to the end of my second year. At the moment, I'm at college for six weeks but, previously, I worked at Aer Lingus at Dublin Airport for a year.

INTERVIEW WITH: HANNAH RICHARDSON Apprentice Engineer, Aer Lingus

On day shifts we were working on wide-bodied transatlantic aircraft; on night shifts we were working on narrow-bodied aircraft going to Europe. I'll be back at Aer Lingus over the summer. It can be challenging; but if you enjoy working with your hands, it's a great job. Getting satisfaction from a job well done In my year, there are ten apprentices: three girls and seven lads. Before going in, I wasn't put off by the 'male-dominated' perception of the sector. Because of my dad's work, I was used to a male environment. I do work with a lot of men, though — and a lot of older men. Some young women might find that intimidating, but everyone is so nice. And at the end of the day, I'm there to do a job and no-one's going easy on me. I've signed up for it and I'm going to do it. I get a lot of job satisfaction from a job well done. It's funny: I went to an all girls' secondary where apprenticeships

were never talked about. None of my friends were interested in engineering, so I guess I was the tomboy of the group. They're always asking me about it now, though, because no-one else they know does it! As for the future, I'll see where my qualifications take me, because this is a job I can do worldwide. Written by: Tony Greenway

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How to start your STEM career JULIE HOGAN Chairperson, Women in Technology and Science (WITS)

Graduating with your science qualification is an exciting and a confusing time. The world of science is evolving and changing. Finding the right place for you – where you can contribute, learn and enjoy your role – may seem daunting.

e want to help you navigate through this in four ways: preparation, diversification, networking and changing direction in science.

You must prepare for the role Apart from the more obvious aspects of job hunting like preparing a CV, this also involves identifying what roles you would like and what area you want to work in. Often, there may not be an exact fit role available. By knowing the area you want to be in, you can identify stepping-stone roles to get you to your goal as part of a longer-term plan. Diversify your job search Diversification after graduation can involve job hunting outside of the typical scientific roles you envisaged for yourself. If you are having difficulty breaking into the roles you want, do your research and consider more diverse roles as possible stepping stones. These could be roles with fewer requirements but that allow you gain more skills, contacts and knowledge for the role you want. Get networking Networking has become increasingly important in today’s world. It is vital at every stage of your career and can open doors when entering the work place. Ultimately, networking is reaching out to similar minded people to share ideas, knowledge and possibilities. It can be very collaborative. Networking also enables you to expand your knowledge in the area you are in and offers a flow of information from and to you. You can always changing direction in science Occasionally, as with any role, you may feel you need a change. Remember, your science qualification is a strong foundation and is applicable to a wide range of careers including quality, business, research, academia, pharma, pathology etc. Remember as always, there is support in the wider community via your college, WITS or LinkedIn where scientists will be happy to help you on your journey. Good Luck!!!

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This article is adapted from a series of articles published by WITS to help you at early career stages when you find yourself wondering where to go next. This series led to a life sciences careers forum in February 2019 in Dublin. A similar event is being planned for Galway and Cork. HEADSHOT BY © MARK DASTRUP, MARKDASTRUP.COM

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Girls power full steam ahead with STEM challenges Members of Irish Girl Guides (IGG) from age 5-30 are developing a love of STEM through exciting new activities and badges.

n recent mont hs, IGG has introduced ST E M, Engineering and Aviation badges to its collection of over 120 ‘interest’ badges. These are in addition to Online Surfer, Techno and Science Investigator badges. In order to earn any badge, girls are encouraged to undertake a number of tasks and challenges; they then receive the relevant badge to acknowledge and reward their efforts to do the best they can. Earning a STEM badge with science and engineering projects The STEM badge for Ladybirds (aged five to seven years) involves girls undertaking science experiments and engineering projects,

14 BUSINESSNEWS.IE

like building towers, making telephones using string and using magnets. By doing this, they learn about balance, stability and planning, how sound travels, magnetism etc. It is hoped that doing these activities will spark an interest in STEM subjects that they will pursue inside and outside of school. Engineering badges require creative thinking To earn the Engineering badge, developed in partnership with E ng i ne ers Irela nd, Brow n ies (aged seven to ten years) and Guides (aged 10-14) work through a variety of fun engineering challenges based on creative thinking, curiosity and team-work. The aim

Irish Girl Guides is a movement and always strives to move with the times and remain relevant to young people while challenging stereotypes.” is to build an engineering mindset and to encourage girls to explore the exciting possibilities a career in engineering can offer. The Aviation badge is very popular The Aviation badge, introduced ea rl ier t h i s yea r i n pa r t nership with Aer Lingus, is already proving popular. To earn the badge, Ladybirds are asked to make an object that f lies (eg a

FIONA MURDOCH Communications Manager, Irish Girl Guides

paper aeroplane or kite). Brownies research different careers linked with aviation and investigate innovative women in the history of av iat ion. Guides must put their engineering skills to the test by creating their own aircraft experiments. LEGO Robotics Hu nd re d s of IG G members throughout the countr y have also taken part in workshops developed in partnership with Dublin City University and LearnIt L E G O. O ne proje c t i nvolve d Brownies exploring innovative ways to conserve water, including designing, building and programming autonomous, motorised LEGO models. Another saw Guides

and Senior Branchers (aged 14-30) undertake a ‘Mission to Mars’ challenge, building LEGO robots to complete a series of tasks on a simulated moon surface. IGG Chief Commissioner, Helen Concannon says: “Irish Girl Guides is a movement and always strives to move w it h t he t i mes a nd remain relevant to young people while challenging stereotypes. We believe in our girls' capabilities and want them to develop their skills in STEM. If we want to solve the world’s challenges, we must ensure that both boys and girls can aspire to become engineers, pilots and scientists.” Read more at businessnews.ie MEDIAPLANET

Innovative research project attracts more female students As the discourse around gender in STEM develops, so do ideas on the way we educate our men and women. The EU INTERREG funded Renewable Engine project, which fosters collaboration between education and industry, has attracted a high number of females to join STEM based PHD research programmes.

ELEANOR SMITH PhD Researcher, University of Strathclyde

hen I was in the sixth form, I made a conscious decision to choose a STEM-based subject at university as I’d always enjoyed maths and science. I started off studying general engineering where just under 20% of the class was female. By the time I specialised in year three, there were just two other girls on my course. Most of the time I don’t notice that I’m the only girl in the room, but sometimes it becomes obvious and a little annoying. The more we can do to promote females in this area, the better. From including women in our physics and maths textbooks, to talking more about them in general, studies have shown gender inclusivity has a big impact on children’s perceptions of the world. I wouldn’t say that, so far, being a woman has held me back, no. And I was amazed to find that my PHD was split equally between males and females. It’s kind of amazing that even the staff mimics a 50/50 split. While the course is hard work I’m really enjoying working with new technologies, as I hadn’t considered it before. These sorts of opportunities are what’s needed to engage females into STEM-based roles as the end result is so rewarding.

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JOHN BARTLETT Head of Research, Institute of Technology Sligo

’ve been a scientist for over 35-years, over 20 years of which have been concentrated within the education sector. Typically, it is my experience that, after school, there is a good amount of interest within the sciences from both males and females. But, in the workplace, participation of women drops over time, with engineering in particular. Saying that, the country in general has changed, and we have some marked examples in Ireland, such as the Marriage Equality referendum. This focus on gender narrative has been a positive thing, coupled with economic factors, such as the financial crash pushing people towards a long-term engagement with industry, meaning we are broadening diversion and inclusivity in general.

This is breaking new ground in STEM and I think the ability to progress and drive change is what is attracting more women to STEM-based roles.” More specifically, in the research space, the current cohort of the Renewable Engine PHD group, which focuses on research and innovation within advanced manufacturing and renewable energy sectors, has seen a 50/50 split among students and almost the same among staff. This was a surprising result for us and certainly not planned. I believe it is due to the embedded culture the project offers, where students get to work inside the company and really make a change. This is breaking new ground in STEM and I think the ability to progress and drive change is what is attracting more women to STEM-based roles. It is however, something we need to work more on. We need to offer better training as well as more opportunities. This type of learning both engages and achieves sustainability, both economic, socio-economic and dare I say it, political.

SNEHAMOL MATHEW PhD Researcher, Institute of Technology Sligo

started my education in a small village in India where my mother was a teacher. I grew to love chemistry and maths so, when an opportunity to study in Canada arrived, I jumped at the chance, even though I had never been on a plane before. My family were supportive; many of my friends were not given a choice about whether to choose a career or a family, but now, with such inclusive STEM programmes, I’m determined to have both.

I see more emphasis on STEM all over the world - just last month I had an opportunity to speak to students in Spain, there was nothing like this when I was in college.” When I saw this Renewable Engine PHD opportunity, I knew I had to take it. Not only am I working in lab to finish my PHD but at the same time I have more industry collaboration and support. It’s the kind of exposure I wouldn’t be able to get anywhere else. I’ve found that these types of opportunities are more commonplace in Ireland and the UK, where you have a real-life situation with work being applied. But I see more emphasis on STEM all over the world - just last month I had an opportunity to speak to students in Spain, there was nothing like this when I was in college. This type of work makes me feel valuable, and I’m so happy with my choice to have this opportunity. Written by: Gina Clarke Read more at renewableengine.eu/ BUSINESSNEWS.IE

How generation green is changing energy KLAIR NEENAN Director, SSE Airtricity

VICTORIA GROOM Head of Marketing and Customer Value Management, SSE Airtricity

MARIA RYAN Director of Development, SSE Renewables

CARMEL BRENNAN Environmental Advisor, SSE Renewables

As Ireland looks to reduce its carbon emissions and take action on climate change, the energy industry is going through a period of unprecedented change. In the new national Climate Action Plan, the Government has made a landmark commitment to raising the amount of electricity generated from renewables sources to 70% by 2030. And according to those at the heart of the industry, the way we produce our power isn’t the only thing that’s changing. “A s s c ie nc e a nd te c h nolo g y continues to transform the energy industry, companies need a diverse range of people and skills to continually unlock new ideas and deliver for customers,” says Klair Neenan, Director of SSE Airtricity. “This is rapidly leading to a much more vibrant and diverse industry. Ensuring you have an inclusive and diverse business isn't just the right thing to do, it means you’re getting a wide variety of ideas, attracting the right people for the right roles, and stimulating innovation.” Neenan is calling on Irish people to be part of, ‘generation green’ and create positive change by choosing green energy and making small, sustainable choices that can make a big difference for our environment. Most of the energy SSE Airtricity provides to homes and businesses come s f rom t he w i nd fa r m s operated by its sister company, SSE Renewables. Charged with developing new wind farm projects, MEDIAPLANET

Maria Ryan, a Chartered Engineer and Director of Development at SSE Renewables, knows all about utilising the latest technology to drive change in the industry. “The technology for renewable energy generation is constantly developing. Onshore wind has been a huge success story in Ireland, but the scale of the challenge is now greater than ever, and we need a range of technologies to deliver on our climate and energy ambitions,” she says. “A s a p r o ve n , l a r g e - s c a l e solution, offshore wind, can help us bridge the gap to our EU targets for 2030 and beyond, and play a key role in our transition to a low-carbon future. It’s exciting to see the development of innovative technologies like floating turbines too, which will allow future projects to be built in water depths not feasible for fi xed-foundation turbines.” SSE Renewables is currently progressing the development of Arklow Bank Wind Park in the

Irish Sea, which, once completed, would be capable of generating enough green energy to power roughly 420,000 homes and offset around 640,000 tonnes of harmful carbon emissions annually. The renewable energy movement With the scale of the climate challenge now greater than ever, it’s no surprise that there’s so much focus on large-scale renewable generation. However, Victoria Groom, Head of Marketing and Customer Value Management at SSE Airtricity, points out that smaller-scale projects have a big part to play too. “M ic rogenerat ion i s re a l ly exciting,” she says. “We’re seeing a huge shift in customer attitudes towards going green. I think people are really starting to see it as a win-win, in that it allows customers to cut dow n on their carbon footprint, while making savings on their energy bills at the same time.

“Whether it’s installing solar panels, or upgrading to more energy-efficient lighting, people are making changes to the way they use energy. That’s what generation green is all about.” Besides the energy they generate, energy companies must consider their wider environmental and sustainability impacts. That’s where ecologist Carmel Brennan comes in. In her role as Environmental Advisor, Brennan focuses on sustainability and biodiversity. She says: “From supply chain to habitat management, renewable energy isn’t all about spanners and hammers. Environmental science has become a key priority across all areas of energy generation. “For instance, wind farm sites can directly support and help protect Ireland’s native bee species. By providing a sustainable use for land in marginal areas, we can help protect valuable heather and wildflower habitats where bees can thrive.”

Numerous roles in STEM where you can make a difference From production to supply, the energy industry is unquestionably changing. With an increasingly diverse workforce and a wide variety of STEM-based skills on display, it looks like ‘generation green’ is ready to make a genuine and lasting difference for our planet, and for many more generations to come.

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