**2. Outreach programmes**

The development of outreach programmes targeting underrepresented groups in UK STEM universities has been a crucial and ongoing endeavour. Recognising the need for diversity and inclusivity in STEM fields, institutions have made significant efforts to address the barriers faced by underrepresented groups and provide them with equal opportunities. Outreach programmes play a vital role in engaging underrepresented communities, particularly at an early stage, to spark interest and create pathways into STEM education. These programmes often involve collaborations between universities, local schools, and community organisations. They aim to inspire and motivate students from diverse backgrounds, showcasing the exciting possibilities and real-world applications of science, technology, engineering, and mathematics. Outreach activities may include science fairs, hands-on workshops, career talks, and interactive demonstrations, among others. By taking STEM education beyond the confines of university campuses, these programmes reach students who may not have considered pursuing STEM disciplines otherwise.

UK universities are well practised with devising and running successful outreach programmes, with dedicated teams focussing on such activities, whilst a number of institutions are specifically targeting underrepresented groups in STEM fields. The University of Southampton hosts the Girls into Engineering and Science (GIES) programme [8], which aims to inspire and encourage girls to pursue engineering and science careers. The programme included interactive workshops, industry visits, mentoring, and residential programmes to promote gender diversity in STEM fields. Another popular initiative run in partnership with an outreach team at Southampton University is known as 'Dragonfly Days', where Year 9 girls from local schools have an opportunity to meet and work with female engineers from the Faculty of Engineering and the Environment. As well as doing practical investigations and experiments, there are opportunities to quiz researchers about their path to university and to explore careers in STEM in general [9].

The University of Strathclyde's Engineering the Future for Girls initiative [10] offers hands-on engineering experiences and workshops specifically designed to engage and inspire girls in STEM. The programme provides an opportunity for girls to interact with engineering professionals and explore various STEM disciplines. After two years of running events virtually, in 2023 participants spent four days on campus hearing from university staff and industry partners who provided an insight into studying and working in the field of engineering.

The University of Manchester's Manchester Access Programme (MAP) includes outreach activities targeting underrepresented groups in STEM subjects [11]. The programme provides support, guidance, and subject-specific workshops to inspire and encourage students to pursue STEM degrees at university, making sure that talented, capable students can benefit from a university education, regardless of their background and identity.

The above represent just a small sample of university-led outreach initiatives targeting STEM programmes in some of the under-represented groups. There are also independent initiatives that aim to make a positive difference to under-represented groups working in, entering or studying STEM subjects. The University of Edinburgh partners with EQUATE Scotland, an organisation that promotes gender equality in STEM fields [12]. They offer various initiatives and programmes to encourage and support women pursuing STEM careers, including mentoring, networking events, and professional development opportunities.

STEM Learning [13] is committed to STEM education from primary, secondary to post-16 and employment, by delivering teacher continuing professional development in STEM subjects, bringing STEM role models into schools as part of the STEM Ambassador Programme or providing bespoke, long-term support for groups of schools in collaboration with companies through partnerships. In collaboration with the UK Government, employers, organisations and educational establishments (both schools and universities) deliver positive STEM interactions for teachers, young people and beyond. Volunteers from academia and industry offer their time, passion and energy to visit schools, colleges, and youth group organisations who aspire to infuse the real world of work into STEM subjects.

Since 2005, the Primary Engineer® initiative [14] have developed an inclusive engineering curriculum that spans Early Years, through Primary, Secondary, Further and Higher Education institutions. The development of young people through engagement with engineering and the promotion of engineering careers through inspiring programmes and competitions sit at the heart of its aims. They have developed a project-based learning approach to education which enables young people

### *Current and Emerging Trends within Higher Education That Enhance Diversity and Inclusivity… DOI: http://dx.doi.org/10.5772/intechopen.114240*

to engage with practical mathematics and science alongside creative problem solving. The integrated curriculum nature of the programmes develops resilience and curiosity via strong links to engineers in academia and the industry which provides an opportunity for prospective students to expand their knowledge of engineering careers, career paths and opportunities, with numerous Universities throughout the UK now involved. Whilst not specifically targeting under-represented group, Primary Engineer aims to improve the development of engineering skills for teachers and practitioners addressing the inequalities in engineering.

The Smallpeice Trust [15] provide opportunities for young people to fuel their passion for engineering, supported by charities, parents, teachers, universities, national and international companies such a Jaguar Land Rover, Lloyd's Register Foundation, Lockheed Martin, National Cyber Security Centre, National Grid, National Nuclear Laboratory, RAF, Shell, Siemens, Tomorrow's Engineers and the UK Electronics Skills Foundation. In 1991 the Smallpeice Trust launched a Scholarship programme to encourage and stimulate high-ability 15–16 year olds to consider Engineering and Technical Design as a career. In 2023, Loughborough University hosted a course for 12 to 14-year-old female students that let them experience life away from home and combined fun, action packed days with a programme of evening social activities.

Whether university-led or driven by initiatives, such as those highlighted above, the first step in enhancing diversity and inclusivity in STEM subjects within Higher Education lies clearly with outreach and providing a range of opportunities for potential students from any background or demographic to access STEM and spark that initial interest, whilst demonstrating the exciting opportunities that are available to them and removing any perceived barriers to applying for STEM-related courses. The earlier the spark is ignited, the greater the likelihood that potential students will select any necessary pre-University qualifications, such as A-levels in Mathematics or Physics, for example, or BTECs, that enable them to meet the application requirements for an undergraduate programme in a STEM subject. Sadly, for some students, by the time they are eligible to apply for a university programme, options for STEM subjects are removed by qualification pre-requisites they simply do not have, emphasising the importance of STEM-related outreach activities from an early age as well as targeting recruitment to STEM courses at University at post-16.
