Carina Roemer, Sharyn Rundle-Thiele, Bo Pang, Patricia David, Jeawon Kim, James Durl, Timo Dietrich and Julia Carins
Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role…
Abstract
Purpose
Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes.
Design/methodology/approach
The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness.
Findings
A significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services.
Originality/value
This paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.
Details
Keywords
Carina Roemer, Sharyn Rundle-Thiele and Patricia David
Social marketing theories have habituated to a theoretical and methodological focus that is criticised for being myopic and stigmatising. Following recommendations to redirect…
Abstract
Purpose
Social marketing theories have habituated to a theoretical and methodological focus that is criticised for being myopic and stigmatising. Following recommendations to redirect focus theoretically, the purpose of this paper is to apply an observational methodology to understanding how project stakeholders interact to examine whether consideration of stakeholders can identify factors facilitating or impeding farming practice change.
Design/methodology/approach
More than 48 events involving as many as 150 people including project stakeholder meetings, one-on-one consultations and annual events were observed over more than 100 h by between one and five researchers. Field notes were gathered, and thematic coding focussed on understanding how stakeholders facilitated or impeded practice change.
Findings
Observations identified limited provision of information about the project by on ground project stakeholders to targeted individuals (farmers). On the rare occasions where information sharing was observed, communication was delayed making it difficult for individuals to connect actions with outcomes observed. Participating stakeholders did not freely support delivery of activities needed for individual practice change.
Practical implications
This study indicates the value of wider process and outcome assessment encompassing stakeholders to identify factors impeding and facilitating farming practice change.
Social implications
Approaches that centre attention on individuals fail to acknowledge the inputs, activities and outputs delivered by project stakeholders within a system of change. By redirecting evaluation focus, shared responsibility is gained and stigmatisation of one stakeholder group can be avoided.
Originality/value
This study demonstrates how observations can be used to redirect focus to consider actions and interactions occurring between on ground project stakeholders. A stakeholder evaluation approach extends monitoring and evaluation focus beyond individuals targeted for behaviour change. Implications, limitations and future research directions are outlined.