Search for a command to run...
The number of students undertaking Geophysics undergraduate degrees in the UK has been in steady decline, mirroring the trends seen in the Geosciences internationally. To understand the scale of the problem, the demand for Geophysics graduates by industry, and the root causes of the low numbers of students, the British Geophysical Association conducted surveys of 4 key groups: geophysics employers (54 responses), students and Geophysics graduates (437 responses), secondary school teachers (83 responses), and 16-18 year old school pupils (68 responses), between February and July 2024From the employers’ survey, there is a clear demand for Geophysics graduates, with the number of positions expected each year to be at least double the current numbers graduating. Employers predict growth, particularly in sectors related to the energy transition. However, students, teachers, and school pupils highlight a lack of knowledge about career pathways, as well as a broader lack of awareness about the subject of geophysics, as being the main barriers to studying Geophysics at university. Attractive aspects of Geophysics for survey respondents include fieldtrips and the chance to work outside, as well as the opportunity to combine multiple subjects. There is, however, a perception that studying Geophysics would potentially narrow options at too early a stage. Respondents were neutral overall about perceived associations between geophysics and the hydrocarbon industry. Our results indicate that schools are an important way for people to become aware of geophysics; while there is some geophysical content in school curricula, it is not necessarily badged as such. The importance of A-level Mathematics to studying Geophysics is underappreciated by teachers and school pupils. The results of the surveys can be used to inform marketing by universities’ and the wider community, such as showcasing areas of geophysics that are particularly attractive to potential students, such as field opportunities. Our surveys suggest that both more explicit badging of geophysical content already in school curricula, as well as inclusion of geophysical examples and applications into a wider range of school subjects (e.g. Mathematics and Computing) could be useful in raising the profile of geophysics. We recommend engaging with groups of teachers, e.g. through continuous professional development activities, may be an effective way of raising the profile of geophysics in schools and thus with potential students. The surveys highlight that informing potential students and teachers about the diverse career options that geophysics provides is crucial if more people are to consider it as an option at degree level.