women in technology - Harvey Nash

Harvey Nash

y g o l o n h c e t n i n e m o w survey2015

CONTENTS About the survey 2 Introduction 5 Your career starts with education 8 Careers in technology 10 What can we do? 13 What can the government do? 15 Regional analysis 16 England 16 Ireland 18 Scotland 20

ABOUT THE SURVEY The Harvey Nash Women in Technology Survey encompasses the views of 1,674 females within technology. These women work in a range of roles, from support to development, in junior to C-level positions, across England, Ireland, Scotland and Wales. The survey was inspired by our shared passion for technology, education and the technology talent of tomorrow.

Chart 1: Where were you educated?

Our survey aims to provide unique insights that will help industry, government and educational institutions address the issues that are causing a skills gap in the UK and Ireland, with a specific focus on attracting additional females into technology as a means of filling this gap.

23%

45%

1% 9%

20%

England

Ireland

Scotland

Wales

Other

2 HARVEY NASH WOMEN IN TECHNOLOGY SURVEY 2015

INTRODUCTION Our mission is to deliver remarkable global talent in every possible way, and in technology, women need to be part of the mix. Ever since we launched our first senior board network for women in 2008, Harvey Nash has been at the forefront of supporting women in advancing their careers. Harvey Nash Women in Technology, and this associated survey, was established in 2014 to take this mission into the technology industry. In business, we know the importance of diversity and research has proven that a more diverse workforce improves performance and, more importantly, the bottom line. So why is there such an acute underrepresentation of women in technology? What are the obstacles stopping them from entering into this world? Even more important to note, why are the women in technology leaving the industry? Of the 3,189 respondents in Harvey Nash’s 2015 Technology Survey, only 15 per cent were women and only 7 per cent of over 3,000 respondents for the Harvey Nash CIO 2014 Survey were female, a 2 per cent decline from 2013. More than half (51 per cent) of global technologists (Harvey Nash Technology Survey 2015) believe that there is a technology skills shortage and, more importantly, that this skills shortage will prevent companies growing at their preferred rate. While speaking about the gender gap in technology Dr Sue Black, a leading computer science academic, states that “It's not just one thing that has attributed to the gender gap in technology. I think there are a number of different things that have happened over the years that have all had an impact on each other. For example, working practices, company culture, the idea of the 'stay at home mom', technology having the false image of a 'hands-on technical' male job – lots of things.” What are the real issues hindering growth in the number of women joining the technology sector? What actions can industry and government take to improve the skills gap and engage the technology talent of tomorrow, creating a more diverse workforce? What can we do to retain the female talent already working in technology?


YOUR CAREER STARTS WITH EDUCATION Across the UK and Ireland focus has been placed on the IT skills shortage and the war for talent. So how has the education system contributed to this skills gap, and how can we bridge the gap? Both industry and government recognise that attracting and retaining females into technology is one avenue that can address the issue. Technology is inherent in our everyday lives and is becoming more and more ingrained in our daily activities, from exercise apps that record your running time to social media apps keeping you connected to people. It is obvious that technology will provide career opportunities for the talent of tomorrow, so how can we ensure that the education young people receive today will create opportunities for their future?

Some employers are reluctant to consider candidates without qualifications in computer science. Yet only 38 per cent of respondents studied computer science in tertiary education and many women cross-train from other areas of the business into technology and remain in this field. Part of the challenge is that many girls just don’t find science and technology education at school appealing, and many STEM (Science, Technology, Engineering and Mathematics) subjects are maledominated. Girls that did study STEM subjects through choice did so mainly because they had a particular aptitude for those subjects (60 per cent), rather than passion for them (41 per cent). This suggests a need for females to have some form of reassurance that they have talent in this area.

Chart 2: Women taking STEM subjects at different levels

% GCSE, Standard Grade, Junior Cycle or equivalent level % A-Level, Higher Grade or Senior Cycle level

94% 63%

71% 35%

69% 36%

Maths

Biology

Physics

69% 35%

20% 15%

10% 14%

Chemistry Technology Applied Maths

E Standard Grade, Junior C... 4 HARVEY NASH WOMEN IN TECHNOLOGY SURVEY 2015

There is much focus on encouraging more girls to study STEM subjects at secondary level and it appears the UK and Ireland have some way to catch up. Only 35 per cent of respondents studied biology and chemistry at senior high school level, 36 per cent studied physics and 63 per cent studied maths. Maths is still mandatory in Ireland at this level, so on closer analysis 55 per cent of respondents who had studied in England, Scotland, Wales or other countries took maths to this level. The dropout rate between 15-16 and 17-18 years of age for core STEM subjects shows that girls who study these subjects are less likely to continue with them.

Many women who chose to continue studying maths and science to the age of 17/18 also did so because they were compulsory, or had a family member who influenced them to do so. Fascinatingly, only 38 per cent of all respondents studied computer science and information systems. The vast majority of respondents are educated to honours degree level or above with 80 per cent of Irish respondents holding an honours degree or above, compared to 67 per cent of English respondents and 55 per cent of Scottish respondents respectively. So what areas did most people study in?

We all remember a good teacher, but only 21 per cent chose to study maths and science because of a teacher. Sixty per cent studied these subjects because they had an aptitude for that area, 41 per cent had a passion for the subject and only 19 per cent considered the pay or prospects for a role they could get from that.

Chart 3: What did you study in further education?

Chart 4: What is your highest level of education? 6%

Engineering

12%

Mathematics

13%

2%

4% 10%

8%

23% Science

13%

Arts, Humanities and Social Sciences

18%

Business, Accountancy and Finance

25%

Other

27%

Computer Science/ Information Systems

38%

5%

10%

33% No further education Diploma/Certificate Honours Degree

Professional Certifications

Higher Diploma Masters

MBA

Ordinary Degree Doctorate


CAREERS IN TECHNOLOGY With fewer women studying computer science, it’s therefore unsurprising (but still interesting) that 46 per cent of respondents had a career outside IT before they moved into technology. Previous roles are as diverse as banking, retail and business services to teaching, hospitality and being an artist! Women are not only making IT teams more diverse in terms of gender, but also in terms of wider industry experience.

While a large number of women worked outside of technology, only 10 per cent saw themselves as having cross-trained from another division.

So how did the technology careers of the women who responded start?

What does the career landscape look like for female technologists? Sixty-five per cent of survey participants are employed in a permanent role, with 12 per cent working as daily rate contractors and 10 per cent selfemployed. While women do work across a range of roles, they tend to gravitate towards business and leadership positions.

Chart 5: How did you get into technology?

Chart 6: Technology roles held by women

A personal contact recommended me

8%

Mentor/leader inspired me to work in this area

9%

Cross trained from another division

10%

I always knew I wanted to work with technology

16%

Graduate Programme/ Jobsbridge/Intern

17%

Upskilled/Re-educated myself in IT

22%

Traditional education route

29%

Developed through career progression

45%

Da

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in e E istra ti ng in on Ar eer in ch De De ite g ve c l s t ur Su opm W ign e e pp / or ent b De UX/ tE T U ng eam velo I in pi L ee n e rin ade g rsh g, H Tr elp ip ai ni de ng s an Di k dE gi du tal So ca f tio In Pro twa n re fra gra T e En str sti m m g uc in ng e tu re Ma eeri n ng C- Te Le am age v m e H ea l, D Lead ent d o ire e ct rsh f Bu Dep or L ip Pr sin artm eve oje es l, ct s A ent M n an aly ag sis em en Ot t he r

2% 2% 2% 2% 3% 3% 4% 4% 4% 5% 6% 6% 8% 11% 12% 13%14%


So what are the different challenges facing men and women trying to progress their career in technology?

Chart 7: What barriers have you witnessed that prevent women from progressing in their tech careers?

Nearly a third of both men and women working in technology state ‘lack of accommodation for family commitments’ as an obstacle when advancing their career. Will companies adopt a more flexible approach in order to accommodate employees?

Female Male

While there are fewer women than men in technology, the good news is that many appear to progress, highlighting that a career in technology can be an excellent choice. Equal pay was also highlighted as a hot issue, with 42 per cent citing this as a key challenge in attracting women to the technology sector. Men's average basic salary is £62,838, women's basic salary is £53,736 – a 17 per cent difference. When looking at contract day rates the gap remains similar, with men earning an average of £348 per day and women £300 per day, a 16 per cent difference (data taken from Harvey Nash Technology Survey 2014).

W

om

en to are st le ep ss L fo ack fo lik rf o rw el am f a ar y d ily cco co mm M m ne en m od tw h itm at i a or v en on ki e ts ng m op ore Cu po ac ltu rtu ce fo re ni ss t rw m tie o s om ak e en s i t to di N pr ffi w ow og cu ith o re lt m in ss th en e ro or le ga m ni o sa de M tio ls an n ag to em fa e vo nt ur te m nd en

31% 29% 32% 30% 36% 22% 50% 32% 50% 42% 53% 24%

Source: Harvey Nash Technology Survey 2015


First job titles

Current job titles


WHAT CAN WE DO?

Equal pay for men and women doing same job Increase awareness of the breadth of roles available

Dispel stereotypes that boys are better at STEM subjects

More inspiration from parents and teachers

Mentoring support for women

More women in tech role models

We asked what would be the top three factors that would have the most impact in attracting more women into technology. Sixty-three per cent of respondents were in agreement that IT needs to market itself better to increase awareness of the variety of roles available. Technology today means so much more than the nuts and bolts of computers; increasingly the areas of job growth lie in ‘digital tech’, where there is a greater emphasis on creative, customer and business skills. Women bring new perspectives, and new experiences. For this new area, having diverse teams isn’t just nice to have, it’s fundamental to their success.

More STEM education-focused programmes in schools

Many organisations are trying to increase the number of women in technology, and diversity is a boardlevel priority, yet the large majority of technology professionals are still unaware of diversity initiatives in their organisation. Only 28 per cent of respondents to the 2015 Harvey Nash Technology Survey were aware of a formal diversity programme, which although low, saw improvement from 20 per cent in the previous year.

13% 19% 21% 23% 34% 36% 37% 43% 63% Celebrate more women in ICT & science

There is much focus on encouraging more girls to study STEM subjects at secondary level and the survey highlighted the need for this focus to commence much earlier than secondary school. Nearly half of the respondents got into a technology role by career progression, reinforcing the idea that girls at school are not studying with an eye on their career in the future, but are entering technology after joining the world of work. Women are less likely to be coding from a young age (only 16 per cent of women knew they always wanted to work in tech), although with initiatives such as CoderDojo in Ireland, the Sun Code Camp and #techmums in the UK, and Girl Geeks and Girls Who Code in the US, this will surely have a positive effect for future generations.

Chart 8: What factors will help encourage more women into tech careers?

Make technology glamorous, more cool

The technology sector is dominated by men. As a result it is sometimes presented in the media as sexist, nerdy and difficult to progress in. Many women in IT report the opposite. They find their career stimulating and rewarding, despite being underrepresented. The gap between perception and reality is one of the barriers to increasing diversity in the technology sector.


Equal pay was also listed as a high priority, with 43 per cent of respondents agreeing that men and women with the same skillset and role should be compensated equally. Interestingly, within the Roundtables that have been held by Harvey Nash, women quite easily mention the need for better technology education and more female role models, yet they don’t bring up pay and salary. Maybe if women can’t bring up the salary situation at one of these events, they can’t bring it up with their managers? When it comes to pay, 51 per cent say it’s a financially rewarding career, yet 43 per cent of women say that equal pay would make tech roles more attractive. Are women actually prepared to accept less money than their male counterparts? Seventy-two per cent of women were in agreement that the main positive they could give to school pupils is that technology is an intellectually stimulating career which gives you plenty of learning opportunities. This was closely followed by the fact that it is an ever-changing industry that is constantly evolving, meaning it is an exciting sector to work in. Other positives include the chance to travel, that IT is now the foundation of everything we touch so you are not limiting yourself to one type of company and that you get a chance to work with lots of interesting projects.

Why do you work in tech? • “It's not confined to one industry. IT skills are vital • • • • •

to all areas of life and business so it provides access to many opportunities in the workplace.” “Opportunity to positively influence people's lives” “Opportunity to make a difference” “Many potential uses of IT means many career options” “Transferable skills that allow you to work globally” “Technology is in everything we do these days – the industry is NOT ‘IT’, it's IT in healthcare, IT in travel, IT in entertainment, retailing, security… you're not locking yourself into one industry.”

The chart below highlights what things make a career in technology attractive. With 72 per cent of all global respondents stating how intellectually stimulating working in the industry is and 63 per cent stating that the dynamic and fast pace of the industry keeps it exciting, technology clearly is attractive to women. The challenge is that more people need to know about it!

Chart 9: What is good about working in tech?

Other (please specify) 8% Work-life balance 22% Passionate about technology

33%

Financially rewarding

51%

Fast pace of the industry keeps it exciting

63%

Learning opportunities/ Intellectually stimulating

72%


WHAT CAN THE GOVERNMENT DO? Responses from the survey highlight the importance of cross-collaboration between industry, government and the education system. These were the main points we received:

• Enforcement of discrimination and equal pay • • • • • • • • • • • • • •

legislation Clarify the career paths available and link these to STEM subjects in education Improve the quality of teaching at an earlier age Start educating students in IT at a younger age, not just office skills Programming should be taught earlier in secondary schools Create more internships and work experience opportunities Advertise the variety of roles available and improve careers advice Showcase IT and computer science as a profession Show IT as a business subject and skill; make sure people know it is not just programming Highlight the creative aspects of technology and opportunities in these areas Change the perception that IT and technology should be a male-dominated sector Greater visibility of women’s contributions to the sector Promote work-life balance policies Family friendly policies encouraged Address gender stereotypes


REGIONAL ANALYSIS ENGLAND Education

Chart 10: Women studying maths at 17-18 in England

Surprisingly, 20 per cent of respondents that went to school in England or Wales did not formally continue their education at 17-18 years of age. This figure is a lot higher than in Scotland, with 7 per cent, and Ireland, 2 per cent. In addition, women educated in English schools were less likely to continue an education in maths at 17-18 than in Scotland and Ireland (although maths is compulsory at this level in Ireland), with only 42 per cent continuing these studies.

42%

93%

Careers Fifty per cent of English respondents stated that they entered the world of technology through career progression. Is this representative of the same figure of respondents who first worked outside of technology? Are women progressing into IT through natural ability? Does this highlight the need for better career guidance and knowledge of career opportunities at a younger age for females? Sixty-two per cent of respondents were in permanent employment and 14 per cent working as daily rate contractors. Eleven and a half per cent of English respondents were self-employed compared to 7.5 per cent for Scottish and Irish respectively. This doesn’t appear to be holding back those women educated in English schools. Females are more likely to be on a higher salary, with 12 per cent earning £100,000+ (€120,000+), possibly due to the technology hubs of London, Birmingham and Manchester.

65%

England & Wales

Scotland

Ireland

Chart 11: Women in technology earning £100,000+ or €120,000+

7%

12%

8%

Scotland

Ireland

England & Wales


Half of the respondents from English and Welsh schools found themselves working in technology through career progression, presumably as they hadn’t followed a formal education route into a technology role. It almost seems that women educated in England and Wales aren’t aware of what roles technology has to offer until they are already in the world of work and their eyes are opened to other possibilities.

Chart 12: How did women in England start their technology careers?

10%

11%

14%

19%

20%

24%

51%

A re per co so M m n m en me al c e to to r/ nd ont w lea ed ac or de m t k e r Cr in t ins os hi pi I a an s-t s ar red to lw ot rai ea w a he ne or ys r d d k k iv fro w ne is m Gr ith w I ion ad tec w ua hn an Tr ad Job te olo ted U iti sb Pro gy ps on ri g ki al dge ram lle ed /I m d/ uc nt e/ Re at ern -e io du n ca ro te ut d e m ys D el e fi ca vel n re op IT er ed pr th og ro re u ss gh io n

8%


REGIONAL ANALYSIS IRELAND Education In recent times there has been a specific focus on honours-level mathematics and how the allocation of extra points at this level has increased the volume of students taking the higher paper. The government ICT Action Plan 2014 reported a 58 per cent increase in the number of students taking higher-level maths over the past three years. Recent media publications have speculated as to whether or not this bonus points system should be extended to science subjects in order to increase the uptake of STEM subjects at Leaving Certificate level.

There is a clear decline in STEM subjects from Junior Certificate to Leaving Certificate level, with the only exception being applied to maths. Respondents indicated that some of this decline is attributed to poor career guidance, better aptitude and more interest in other subjects like business, finance and arts over science subjects. With biology being the most prevalent of the subjects, respondents indicated that they felt biology was the easiest of the science subjects or ‘the only one they were able for’, perhaps highlighting the stigma associated with subjects like chemistry and physics. It is also worth noting that 85 per cent of Irish respondents progressed their education straight on to college/university and 10 per cent progressed as a mature student.

Chart 13: Choice of STEM subjects at Junior and Leaving Certificate level

Chart 14: Respondents who studied computer science or information systems per region

28%

55%

34%

Ireland

57% 36% 34% 4% 6%

82% 73% 70% 8% 4% 1% 0% Junior Cycle Biology

Chemistry

Engineering

Technology

Applied Maths

Agricultural Science

England

1% 0%

Senior Cycle Physics

Scotland

This graph highlights that over half of Irish respondents studied computer science/information systems in comparison to 34 per cent of English and 28 per cent of Scottish respondents.


Careers Upon closer analysis Irish respondents were less likely to have had a career outside of IT (35 per cent), whereas over half of English and 43 per cent of Scottish respondents had a career outside of technology. The exhibit below illustrates the most popular avenues taken by respondents into technology, with software development and engineering coming in first and a third of respondents stating this as their first technology role. Interestingly, the most popular way of getting into a technology career in Ireland was the traditional education route, with 47 per cent of respondents selecting this option. However, only 8 per cent cited that they entered their technology career through a formal graduate programme. The other two avenues into IT that topped the polls were ‘developed through career progression’, with 35 per cent, and ‘upskilling or re-education’ with 19 per cent. Six per cent stated that they were recommended by a personal contact.

Chart 15: What was the first entry-level role into the technology market in Ireland?

IT Consultant/Analyst/Management 3% Change/Project Management 3% Graduate/Trainee Programme 8% Software Test & QA 9% Business/Data Analysis 10% Infrastructure & IT Support 19% Developer or Software Engineer 30%


REGIONAL ANALYSIS SCOTLAND Education In Scotland women were more likely to drop physics, chemistry and biology at Standard Grade or equivalent level, yet more were likely to remain engaged and study these subjects at Higher Grade or equivalent. At Standard-Grade level, 45 per cent had studied biology, 59 per cent chemistry and 57 per cent physics. Compared with the other respondents this is much lower, with 74 per cent studying biology, 71 per cent chemistry and 70 per cent physics.

Within further education, women in Scotland were less likely to have studied maths, science or computer science-related subjects than the rest of the UK, but more likely to have studied business or accountancyrelated subjects at university. This perhaps ties in with women transitioning into a career in technology from other disciplines and the number of roles in financial services across Edinburgh and Glasgow. The Scottish respondents were also highly educated, with 96 per cent having attended further education.

Compared to the rest of the UK and Ireland, Scottish respondents stated that they were more likely to choose courses based on their aptitude for a particular subject rather than salary prospects.

Chart 16: Percentage of women who studied subjects at Standard Grade vs Higher Grade or equivalent.

Standard Grade or equivalent Higher Grade or equivalent

35%

24%

14%

y

45%

og

y

ol ch n Te

39%

og

ys

ic s

57%

Bi ol

Ch

em

at M

37%

Ph

59%

is try

65%

hs

95%


Careers When analysing the number of years’ experience people have in Scotland within the technology sector, there were a higher number of women who had had careers at an early stage (less than five years) and at a very experienced level (more than 15 years). Hopefully this is indicative of more women choosing a career in technology at a younger age.

Salaries in Scotland are also more likely to be lower than for female counterparts in the rest of the UK and Ireland.

Interestingly, survey-wide, 53 per cent of women had worked outside of IT, but in Scotland this was only 44 per cent. Women were more likely to be in a permanent job than a contract job in Scotland. Seventy-seven per cent of Scottish respondents were in permanent jobs and the UK and Ireland average was 64 per cent according to the 2014 Harvey Nash Technology Survey.

Chart 17: How many years have you worked in technology?

Chart 18: Salaries in Scotland compared to rest of UK and Ireland

£100,000+

8%

Scotland

12%

Rest of respondents

8%

Scotland

£80,000 - £100,000

Rest of respondents

£60,000 - £80,000

10% 17% 17% 23%

£45,000 - £60,000

23% 14

£35,000 - £45,000

£25,000 - £35,000 25%

19% 0-5

10%

17%

6-10

19%

21%

11-15

46%

43%

15+

£0 - £25,000

16 16 14 14 9


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