A systematic literature review identifying inconsistencies in the inclusion of subjects in research reports on STEM workforce skills in the UK

Abstract

The UK’s STEM skills gap is a pervasive issue, manifesting as a marked shortage of skilled workers in these sectors. This shortage poses significant challenges for employers, who find it increasingly difficult to fill job vacancies with qualified candidates. The gravity of this problem has not gone unnoticed, with the government launching initiatives to bridge the gap. These initiatives range from increased funding for STEM educational programmes to the active promotion of apprenticeships that provide hands-on training and experience. However, as efforts to address the gap intensify, there have been conflicting reports on whether a STEM skills gap really exists. To gain deeper insights into this issue, we employed the PRISMA protocol, a recognised methodological approach, to curate relevant research reports for a systematic review. Our meticulous and critical evaluation of these reports aimed to discern their respective definitions of STEM and to tackle the overarching question of what truly constitutes STEM in academic and policy contexts. Our analysis revealed that there are inconsistencies in definitions of STEM and this can lead to interpretations that vary widely, and sometimes conflict with one another. We found different research reports include different subject areas under the STEM umbrella. Recognising the potential implications of such disparities, we advocate for standardisation in the way we cluster STEM skills/subjects. Such an approach not only promises clarity but will also pave the way for coordinated effective interventions. We identify and discuss potential avenues for future research and believe the paper will resonate with researchers and policymakers.

Keywords:

• STEM
• skills gap
• school
• higher education
• policy

PUBLIC INTEREST STATEMENT

The UK faces a growing problem: there aren’t enough people with skills in science, technology, engineering, and maths (STEM). Employers struggle to find qualified workers, and although the government is trying to help by investing in STEM education and promoting training programmes, a new challenge has emerged. There isn’t a clear agreement on what “STEM skills” means in the UK. Our study carefully reviewed many research reports to understand how STEM is defined. We found that these definitions can be very different and sometimes even contradictory. This confusion can hinder efforts to solve the STEM skills shortage. We believe it is vital to have a clear and unified understanding of STEM. A consistent definition will help improve educational and training programmes, ensuring they meet the actual needs of employers and the wider community

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data used in this paper is from research reports in the public domain so does not involve third party rights

Confirmation

All authors have approved the manuscript for submission.

We confirm that the content of the manuscript has not been published, or submitted for publication elsewhere

Supplementary data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2288736

Additional information

Funding

This work was supported by the University of Exeter.

Notes on contributors

P Banerjee

Pallavi Banerjee My research focusses on addressing inequalities in educational outcomes for children and young people. I conduct robust evaluations, utilising experimental and quasi-experimental research designs, linked administrative datasets, longitudinal surveys, and systematic literature review to synthesise evidence aimed at improving educational effectiveness and strategic decision making.

Luke Graham

Luke Graham is the PGCE course lead for Science in the School of Education. He has taught in several schools across England for the last 20 years and has been the head of the department and the deputy head teacher.

Gemma Given

Gemma Given is pursuing her MSc in Educational research at the University of Exeter and has an interest in STEM education.