Adult returner journeys through HE to STEM careers > Video case studies > Other Case Studies

Video case studies > Other Case Studies

The video case studies below outline a variety of routes through education taken by mature students who have successfully changed or enhanced their careers in science, technology or engineering.

The routes highlighted in the case studies include a professional course (the ITIL Foundation Course) and a workbased learning degree in Engineering. One of the case study participants originally studied an English Literature degree, but is now in her final year of an MSc Human Computer Interaction with Ergonomics! Another case study participant decided to study Civil Engineering at university after working as a temp in a large civil engineering company.

They each have interesting and inspiring stories to tell.

Martin, from apprentice to engineer

Martin left school and went to work as an apprentice electrician at the UK Atomic Energy Authority. Through a variety of college courses in the evening and on day release he acquired a number of qualifications giving him an ONC, HNC and finally an HND. Finding his career limited and concerned that he would lose out in the promotion race to younger engineers with degrees, he felt it was time to take action.
His research into choosing an appropriate degree programme was limited by the need to be able to continue to work full time and be a good father. Martin found that as he already had an HND he was eligible for direct entry to the third year of a University of Bath Honours Degree in Engineering Systems delivered at Swindon College. This Honours Year programme is work-based so it enabled Martin to continue in his full-time job and make his activities in the workplace form the basis of his studies. The standard route onto the Honours Year in Engineering Systems is to complete a two-year, work-based learning Foundation Degree which is equivalent to the first two years of an Honours Degree or an HND. (Today entry requirements have changed and Martin would need to complete the Foundation Degree stage before progressing onto the Honours Year).
As a result of Martin’s hard work and discipline, which involved studying before work, staying late after work and sacrificing precious time with family on Saturdays, he graduated from the University of Bath in front of his proud wife and daughters.

You can download this video case study at: https://vimeo.com/39529477

Rachel, from english literature to hunam computer interaction with ergonomics

Rachel went to an independent girls’ school where the quality of science teaching was very good to O-Level. However, having selected Physics, Maths and English at A-level, she struggled with Physics after changes to the teaching staff and swapped to History. The school viewed her as a potential Oxbridge student for English and so she went on to study for an English Degree.
She worked for several years as a real-time programmer and then as a technical author, starting a family during this period. However, after going through a divorce and becoming bored with her role she changed jobs and applied to study an MA in User Interface Design. Her application was lost and so she took an HNC in Fine Art instead!
However, Rachel’s new employers encouraged her interest in user interfaces and, through a friend, she developed an interest in ergonomics. Despite having been away from academic education, she opted to take the MSc Human Computer Interaction with Ergonomics at University College London and is now in her third year.
Rachel admits that she had concerns about taking on such a large challenge with regular stays in London away from her daughter, but that the great support and flexibility from her employers have made a huge difference. Even the travelling and time away from home became easier as they became commonplace. Rachel is now proud of the example she has set for her daughter – proving that, “You can do it!”

You can download this video case study at: https://vimeo.com/42616393

Linda, from acting to IT consultancy

Linda changed secondary school due to family circumstances and, although previously doing well in the top sets, was immediately placed into the bottom streams. At the point when course choices were dictated by gender, Home Economics and Secretarial courses were offered to girls, meanwhile boys were encouraged to take sciences.

Linda left school and home as soon as she could, working as a dancer, then moved to London at 17 to go to drama school. Three years later she moved into an acting career, spanning 15 years and encompassing West-End theatre, film and TV. She is probably best known for creating the role of the controversial EastEnders character ‘Mary the Punk’.
Then along came the Internet. Such was the potential power of the Internet that Linda stopped acting altogether. While writing for a BBC science programme, an opportunity came along to become involved in the creation of its associated website. These were the early days of the BBC online offering and Linda soon became hooked on the technology and power of communication the platform provided. She took an ITIL Foundation Course that gave her the confidence to expand her technical knowledge and experience. Eventually becoming IT Director for Europe at Discovery Communications, via Channel 4, and BBC Worldwide.
Linda now runs her own consultancy company advising SMEs & Global Corporates on the selection, implementation and user adoption of digital technology, including business collaboration applications, like Video Conferencing.

You can download this video case study at: https://vimeo.com/43338545

Christine, from temp work to civil engineering

Christine grew up on a farm in rural Derbyshire. She is in the first generation in her family to attend university. Her abilities and interests covered a variety of subjects. This made choosing a degree course difficult. When others in her year were applying to University she was still undecided and instead chose to move to Nottingham, work and consider her options and ultimately save up. Much of her employment was in the form of temporary assignments, one of which was based at Arup, a large Global Engineering Consultancy. She found the experience particularly rewarding and this helped her decide that a career in Civil Engineering was for her.
Christine started University as a mature student and is the oldest student in her year group. She has found her studies both challenging and rewarding. She is currently enjoying working on an independent research project, that has enabled her to apply and further her knowledge of Geotechnics.
Adjusting to life as a student was difficult initially. The transition from full time employment to study was aided by working as a Senior Resident within the university halls of residence, a voluntary position. She is responsible for developing and maintaining the communal life within the property. This involves pastoral support, reporting maintenance issues and ensuring the environment is one in which students can relax and study. Along with this position accommodation on site is provided at a reduced rate. This, in addition to a maintenance grant received as a result of being an independent student and bursary from the university has alleviated the financial pressures associated with university study.

You can download this video case study at: https://vimeo.com/40189662

Jo trained as a teacher on the advice of her parents, but having got into teaching realised that it wasn't for her. She worked as an administrator for a while, but then decided that she wanted a new challenge. It was whilst working at the Highways Agency that she discovered her passion for engineering. The Highways Agency supported Jo to re-train and she completed a degree in Highway and Traffic Engineering at Nottingham Trent University.

It was a challenge to combine part-time study with full-time work, but Jo found a way to manage her time to ensure she had enough time to fulfill her work role and also ensure she had thinking time for her studies. There was a big difference in the gender balance between the environments Jo encountered in teaching and engineering, the former made up of predominantly women and the latter almost completely male. However, this certainly didn't put Jo off engineering and she has built very good working relationships within the field.

Staff involved

Prof David Harwood
Project lead, Plymouth University

Jan Peters
Project coordinator, Katalytik

Betsy Bowerman
University of Bristol

Carol Rothwell
Katalytik

Deborah Mcallister
University of the West of England

Dr Ruth Williams
The Open University

Dr Tracey Sweet
South Devon College

Gary Ayles
Devon and Somerset Training Provider Network

Heather Campbell
STEMNET

Julie Kirkby
The Open University

Karen Dickens
Katalytik

Rob Martin
University of Bath

Stephanie Hulford
Open College Network South West Region

Sue Lewis
University of Bath

Tom Staniford
Major Minor Media