**11. Conclusion**

These examples demonstrate the efforts of UK universities to create supportive learning environments that cater to the diverse needs of students and highlight the efforts of UK universities to diversify their STEM courses and create a more inclusive and welcoming environment for students from diverse backgrounds. By adopting inclusive curriculum practices, considering individual circumstances in admissions processes, and implementing targeted support programmes, universities are actively working to address barriers and promote equal opportunities in STEM education. By providing mentoring, tutoring, counselling services, and spaces for networking and socialising, these universities aim to ensure that students from diverse backgrounds feel welcomed, supported, and connected throughout their academic journey.

If we stand back and consider the prospects for students beyond the UK, data suggests that graduates in the fields of STEM are sought after globally, but are often in short supply [41], with many countries actively encouraging enrolment in STEM to aid important growth industries like computer sciences, medtech, mobility or digital services. The success has been variable among different countries; UNESCO Institute for Statistics [41] reported that tertiary students in Malaysia and Tunisia are among the most likely to graduate in a STEM field, with between 43.5 and almost 40 percent of students receiving a respective degree (out of all countries where recent data was available). India, with a sizeable share of 34 percent of students picking STEM, [42] produced the most graduates in total in the field, due to its population of around 1.4 billion people.

Data for China was not available from UNESCO, however, in 2016, the World Economic Forum reported that China would exceed India's number producing 4.7 million STEM graduates a year [43]. Yet, according to the National Science Foundation, China classifies engineering and science fields quite broadly, leading to a lack of comparability in the data. Other countries with strong cohorts of more than 30 percent STEM graduates include United Arab Emirates, Germany, Belarus and South

Korea. In general, countries that have managed to produce a higher share of STEM graduates than elsewhere are more likely to be found in the Arab world, in Eastern Europe and also in East Asia. After Tunisia, the share of STEM degree recipients is greater than 29% in Algeria, Mauretania and Morocco, due to the prevalence of computer engineering [44] in the region. The Arab Gulf - a place that has recently been pushing to innovate its economies - is producing an above-average number of STEM graduates, including the UAE and Oman. With the exception of Germany, Western Europe is not a STEM axis, with only 26 percent of UK graduates coming from STEM courses, as do 25 percent in France and 23 percent in Spain. Even fewer graduate in the Americas, with shares of 19.6 percent and 17.5 percent in the U.S. and Brazil, respectively [45].

In recent years, the impact of these efforts by UK universities has been noticeable. More students from under-represented backgrounds are enrolling onto STEM HE courses, and the number of graduates from diverse communities is increasing. By fostering a diverse and inclusive environment, universities are benefiting from the unique perspectives, experiences, and talents that these students bring, enhancing innovation, creativity, and problem-solving within STEM disciplines. However, there is still work to be done. Continuous evaluation and improvement of outreach, scholarship, and mentoring programmes are essential to ensure their effectiveness. Collaboration among universities, industry partners, and government organisations is crucial to sustaining and expanding these initiatives. It is important to address systemic barriers, such as unconscious biases in recruitment and admissions processes, and to promote inclusivity at every level of STEM education and research. The initiatives described in this chapter aim to break down barriers, provide equal opportunities, and create an inclusive environment that allows all students to thrive and contribute to the scientific and technological advancements of the future. By investing in these initiatives, UK institutions are nurturing a new generation of STEM professionals who reflect the diversity of our society, breaking down barriers and promoting inclusivity, innovation, and creativity in the fields of science, technology, engineering, and mathematics. This commitment to embracing and supporting students from diverse backgrounds ensures that the future workforce is more representative, equitable, and better equipped to address the complex challenges facing our world.
