Science, tech, engineering and maths degrees will not take over university education

Several articles have appeared in this newspaper in recent times, most recently a column by Finn McRedmond, drawing urgent attention to a recent decline in student take-up of arts/humanities degree programmes — literature, history, philosophy, languages, archaeology, social science and so on.

This decline correlates with an increased take-up of degree programmes in science, technology, engineering and maths (Stem). These articles express fear that third-level education may go down a utilitarian plughole with the great majority of students opting for degrees promising lucrative careers in our technological economy. I think it is extremely unlikely this fear will be realised.

Interest in Stem careers has undoubtedly picked up greatly in the past 20 years in Ireland. But we must remember that prior to that, ever since the foundation of our State, public interest in Stem was very low and such interest as there was in third-level education was entirely concentrated in the arts/humanities area. This was reflected in enrolment in degree programmes and in the public profiles of academics.

Media interest in the university then focused entirely on novelists, poets, historians, composers/musicians, economists, sociologists, philosophers, anthropologists and so on. Historians in settled countries get little or no media exposure but they had a great innings here because of the unsettled all-Ireland political situation. Science didn’t get a look in, but I don’t remember any newspaper articles bemoaning the situation.

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Nevertheless, Stem subjects/departments in our universities survived these long lean years because there was always enough intrinsic interest in Stem subjects among students to persuade them to enrol in degree programmes in these areas. Likewise, there will always be sufficient interest in arts/humanities to sustain a healthy level of enrolment in these programmes. In fact, recovery from the recent minor slump in interest in arts degrees is already well under way as reported by Hector Maguire in The Irish Times.

The current increased popularity of Stem subjects among younger people is a natural outcome of the way our economy moved towards heavy reliance on science-based technology over the past 30 years. A plentiful supply of Stem graduates is needed to work this economy and consequently, the Government has been promoting interest among young people in Stem subjects.

One powerful inducement to students to pursue Stem degrees is that Stem graduates can look forward to secure and well-paid employment. A 2021 Higher Education Authority survey of graduate salaries within nine years of graduation showed arts graduates earned the lowest salaries, starting at approximately €28,500 per annum. By contrast, average salary for Stem and education graduates was €40,500. These figures bolster the old joke — what questions do graduates ask? Answer: Science graduates ask, “why does it work?“; engineering graduates ask, “how does it work?” and Arts graduates ask, “will you have fries with that?“

The UK government recently announced that it intends to reduce the number of “low-value” university degree programmes — degrees that offer few job prospects and low earning potential but still leave students saddled with student-loan debt. These degrees are mostly in the arts/humanities areas. But I cannot see the Irish Government ever taking such a gross step.

Although arts/humanities can stand on their own feet, there is increasing recognition that graduates from these disciplines are also very employable in the tech sector because their analytical and communication skills, ability to think strategically, problem-solve, empathise and to live with contradictions allow them to cope well with developing advanced robotic and automated work practices.

One thing I would strongly advocate in Stem education is the introduction of formal modules on the philosophy and history of science into all degree courses. I campaigned for this when I lectured in biochemistry at UCC. We did start up an introductory module entitled Science and Society, open to all post-first-year students and postgraduates, that is still running.

But I would like to see rigorous expanded formal coursework in this area introduced into all Stem degree curriculums. Stem has assumed such importance in our world that it is imperative its practitioners can critically analyse the bigger picture into the future.

• William Reville is an emeritus professor of biochemistry at UCC