Towards Equal Representation in Technology: A Study on Actions in Finnish University Engineering Education

Practice Paper Recommended citation: Murto, V., Bairoh, S., & Teini, J.-P. (2025). Towards Equal Representation in Technology: A Study on Actions in Finnish University Engineering Education. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631692. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. TOWARDS EQUAL REPRESENTATION IN TECHNOLOGY: A STUDY ON ACTIONS IN FINNISH UNIVERSITY ENGINEERING EDUCATION V. Murtoa,1, S. Bairoh b, J.–P. Teini c, a Academic Engineers and Architects in Finland TEK, Helsinki, Finland, ORCID 0009-0000-8075-2189 b Academic Engineers and Architects in Finland TEK, Helsinki, Finland, ORCID 0000-0003-3232-1127 c Academic Engineers and Architects in Finland TEK, Helsinki, Finland Conference Key Areas: Diversity, equity and inclusion in our universities and in our teaching, The attractiveness of engineering Keywords: Gender balance, engineering education, universities ABSTRACT This paper examines the strategies and practices employed by Finnish universities to enhance female representation in engineering education. Gender disparity in STEM fields is a global issue, particularly pronounced in Finland, where the labour market is among the most gender-segregated in Europe. Nevertheless, the proportion of women in technology fields in Finland has increased in recent years. Motivated by reports of successful initiatives, we wanted to examine engineering education from an institutional perspective. Data were collected through a questionnaire distributed to Finnish universities offering engineering education in November 2024. The questionnaire focused on measures such as collaboration with other educational institutions, targeted marketing to female applicants, modifications to the content and names of degree programs, and other specialized strategies. The results highlight various actions taken to attract female students, with targeted marketing being the most prevalent. While some measures have yielded significant results, our study demonstrates that achieving gender balance in engineering education is complex and requires a multifaceted approach. Collaboration among different stakeholders is essential, and students must be involved in changing prevailing perceptions. 1 Corresponding Author V. Murto [email protected] 1 INTRODUCTION Gender disparity in STEM (Science, Technology, Engineering, and Mathematics) fields is a globally recognized problem, and particularly pronounced in Finland, where the labour market is one of the most gender-segregated in Europe (e.g. Bairoh, 2023). The phenomenon has been discussed for years, and several underlying reasons have been identified for the persistent male dominance in many technology fields. Many scholars have attributed this to women's lower interest in STEM disciplines (e.g., Su & Rounds, 2015). However, it has also been emphasized that gendered societal norms, expectations, and stereotypes significantly influence an individual's interests and career choices (e.g. Bairoh, 2023; McNally, 2020). The institutional level has also been found to be significant (e.g. Ro et al., 2021; Evagorou et al., 2024). Overall, the problem is multifaceted, and the underrepresentation of women in STEM poses numerous challenges from both individual and societal perspectives. It limits women's opportunities to find fulfilling employment and narrows the scope of future technological advancements (e.g., Blickenstaff, 2005). It has been established that diverse teams are known to produce more creative and effective solutions (e.g., Linder & Svedberg, 2019). Furthermore, STEM fields are crucial for economic growth and prosperity and there is needed highly skilled and diverse workforce. In Finland alone, it is estimated that technology companies will require over 100,000 new employees in the next ten years (Teknologiateollisuus, 2021). A more equal gender balance in technology would also bring significant benefits for universities. An increase in female applicants would broaden the pool of applicants and allow for the selection of even more proficient students. For example, in Finland 59% of new upper secondary school students in 2021 were female and 41% male. Similarly, 59% of all new university undergraduates this year were women (Vipunen, 2025). Universities would also benefit from the higher academic performance of female students (e.g., Kamphorst, et. al. 2025), as universities are rewarded financially for study progress and graduating students. However, the actions of universities have received less attention in research. Instead, the focus has been on examining women's pursuit of engineering education through the lenses of motivational factors, expectations, and experiences of belonging (e.g., Don Santos, 2022; Cannaerts et al., 2024). 2 CONTEXT AND PRACTICAL WORK 2.1 Institutional perspective to the increased proportion of women in engineering In recent years, the proportion of female students in technology fields has increased significantly in Finland. According to data from the Vipunen portal (Vipunen, 2025), an increase of around 8 percentage points in both engineering, manufacturing and construction (EMC) and information and communication technologies (ICT) has occurred from 2018 to 2024. During the same period, the share of women among primary applicants in these fields has increased by just under 3 percentage points (Vipunen, 2025). The most significant growth, both in terms of applicants and new students, has been in the already female-dominated field of Chemical Engineering and Processes, which includes degree programs in Chemical Engineering, Biotechnology, and Process Engineering (Vipunen, 2025). Anecdotal evidence from certain Finnish universities indicates that with the right formulation of names and descriptions of degree programs, it is possible to attract significantly more female students to study technology, as has been the aim for several decades. Similar efforts have been made globally to attract women to STEM disciplines. For instance, the W-STEM project aimed to enhance strategies and mechanisms for attracting, admitting, and guiding women in STEM higher education programs across Latin America (University of Salamanca, 2019). In the Nordic countries, a comprehensive study led to the development of a handbook offering practical examples of how educational institutions can work to counteract genderstereotypical educational choices (Mørk Puggaard & Bækgaard, 2016). Therefore, we were interested in examining engineering education from an institutional perspective rather than focusing on individuals. In this paper, our aim is to describe and analyse the strategies and practices implemented by Finnish universities and whether they have been effective in boosting female representation. In addition to the measures taken, we were interested in understanding their impact on engineering education. Our goal was to identify successful interventions that could be more widely utilized, also in other countries, to make the field of technology more gender balanced. We were particularly interested in how universities market and create perceptions of engineering education. 2.2 Data collection and analysis Data were collected by a trade union representing university-educated engineers through a concise questionnaire distributed to all nine Finnish universities that offer education in engineering. The contact information for the universities was collected from their websites. The target group for the survey included for example heads of departments, managers of academic affairs, and planners and coordinators of degree programs. The specific target group varied slightly between universities. The survey was requested to be forwarded to the appropriate parties within each university. The questionnaire was open from November 4 to November 22, 2024. The questionnaire focused on five key themes related to attracting female students: 1) cooperation with other higher education institutions, 2) cooperation with schools, associations or other organisations, 3) marketing specifically to female applicants, 4) changing the content or names of degree programmes to make them more attractive to female applicants, and 5) other special measures and strategies. If respondents indicated that their institution had implemented measures aligned with one of the themes, they were asked to specify and describe the actions in more detail in an open field. The survey received 23 responses. Most respondents answered from the perspective of more than one study or degree program, while a few responded from the perspective of the entire university. Responses were received from all universities except one, which is a relatively small institution in terms of student numbers in the field (UEF). The proportion of women in the degree programs mentioned by the respondents varied considerably, from approximately 5% to 80%. The highest number of women were in fields related to chemical engineering and environmental engineering, while the lowest numbers were in mechanical engineering and automation engineering. The analysis method for implemented measures was descriptive (frequencies and percentage shares). Otherwise, qualitative content analysis (Schreier, 2014) was employed to analyse the open-ended questions. By synthesizing the original themes, five categories were identified: 1) Marketing and stakeholder engagements, 2) Gender-inclusive marketing materials, 3) Changes in degree program content and names, 4) Views on the impact of measures and strategies, and 5) Future directions. Open comments used in this paper have been translated from Finnish into English by an official translator. 3 RESULTS AND INSIGHTS The results highlighted the various actions taken by degree programs and universities to attract female students to the field. The results have been compiled into a report, which has been published in both Finnish and English (Tekniikan akateemiset ry, 2024). Among the predefined options, the most frequently mentioned strategy was marketing specifically to female applicants. The least mentioned action was changing the content or names of degree programs (Figure 1). Fig. 1. Measures to Attract Female Applicants (multiple choice) As Figure 1 shows, many respondents mentioned various options. However, there were two respondents who indicated that their degree programs had not taken any mentioned measures to attract female students to the field. Interestingly, these respondents represented highly male-dominated fields of technology. Conversely, some respondents represented female-dominated degree programs where measures specifically aimed at attracting female students were not deemed particularly relevant. Nevertheless, these programs had still implemented certain measures, such as participating in marketing and stakeholder events. 3.1 Marketing and Stakeholder Engagement Many universities actively participate in the annual "Shaking up Tech" event, which is specifically designed for women and gender minorities who are embarking on their journey towards university studies. The primary objective of this event is to provide a comprehensive understanding of technology as both a field of study and a career option. It aims to demonstrate that young women and gender minorities possess the requisite knowledge and skills to pursue studies in technology (Aalto University, 2025). Other forms of engagement mentioned in the survey include participation in the "Women in Tech" events, which are designed to support and inspire women in the technology sector (Women in Tech, 2025). Some universities also organize coding workshops in collaboration with Mimmit koodaa (i.e., women who code) community, which focuses on increasing the number of women in the software and technology sector in Finland (Mimmit koodaa, 2025; see also Girls Who Code). Universities also promote women's interest in technology through science education initiatives. These initiatives help cultivate an interest in mathematics, science, and technology from an early age, including pre-school. In addition to visits to upper secondary schools, universities conduct other targeted activities for younger students. 3.2 Gender-inclusive Marketing Materials In addition to events specifically targeted at women, another significant method for attracting women to the field of technology was the use of gender-sensitive marketing materials. For example, Aalto University, the largest provider of technology education, is currently conducting a university-wide project to achieve a more balanced gender representation in the fields of technology and business: “In 2024, increasing the proportion of women in the fields of technology and business has been one of the strategic goals for communication and student recruitment at Aalto. To this end, a working group has been established to discuss various measures.” The survey responses indicate that universities and degree programs have varying attitudes towards promoting gender equality in marketing materials. Given that fields of technology are generally male-dominated, there is often a desire to increase the representation of women in marketing imagery and alumni stories. Several responses also emphasize the importance of presenting female role models. For instance, one respondent noted: “…social media posts aimed at women, visibility of women in general as role models in different channels or interviews, in introductions. We try to choose equal numbers of women and men as student ambassadors.” Conversely, in female-dominated fields of technology, there is no pressing need to attract more women. In these cases, it was unclear whether efforts had been made to address the gender imbalance by introducing more male role models and alumni stories, or by incorporating more male students into the marketing imagery of the field. 3.3 Changes in Degree Program Content and Names In contrast to marketing and the construction of new perceptions, concrete changes to the content and names of degree programs appear to have received considerably less attention in Finnish technology education. Conversely, universities have also created entirely new study options, with content largely like male-dominated fields of technology, but with the value proposition offered by the program name and description formulated with the interests of female applicants in mind. A notable example is the degree program in Energy Transition at Tampere University. This program, which focuses on male-dominated electrical engineering and includes studies in automation, civil engineering, and energy technology, has been significantly more successful in attracting female students than the previous degree programs. Some responses emphasized the importance of considering the views of female students or others belonging to the target group when revising the names and content of programs. The survey also revealed various beliefs related to attracting female applicants to fields of technology. Some of the responses demonstrated somewhat stereotypical ideas about what appeals to women, which has also been observed in previous research (e.g. Berge et al., 2018). As one respondent stated: “The name of the Bachelor of Science in Technology degree program was changed to ‘Sustainable Energy and Smart Technology’. Any descriptions of topics where you can somehow make the world/environment/society a better place and promote justice appeal, in our opinion, particularly to female applicants.” Others highlighted interdisciplinarity, allowing students to build multidisciplinary study modules through minor subjects, for example. One respondent suggested that more multidisciplinary universities would attract a higher number of applicants. However, this was not supported by statistical analysis. There was also some critical feedback among respondents, noting that the changes were not always aimed exclusively at attracting female applicants, but rather at improving the overall attractiveness of the degree program. 3.4 Views on the Impact of Measures and Strategies In addition to the actions taken by universities, the study highlighted how opinions on the effectiveness of the changes varied. In some cases, the proportion of women increased significantly following the implementation of changes, as illustrated by the example from Aalto University's School of Engineering: “-- study options were revised, and changes were also made to their names. These changes led to a significant increase in the proportion of women who accepted an offer of admission. In 2021, the share of women who accepted an offer of admission in the Built Environment program was 47.2%. During the program reform, this was replaced by Sustainable Communities, in which the share of women who accepted an offer of admission was 62% in 2024.” Others emphasized the difficulty of assessing the impact of the measures. Many of the measures were relatively recent, and their longer-term effects were not yet clear. Additionally, the impact did not always meet expectations, as the share of female applicants and students had not increased as hoped despite the measures. However, in the broader context, the measures can be considered a step in the right direction, given the significant increase in the proportion of female students in technology fields in recent years at Finnish universities. 3.5 Future Directions The fifth and final category pertains to future directions, which, in addition to the measures already implemented, highlight thoughts on what should be done moving forward. Interestingly, most respondents felt it was important to continue efforts to address the gender imbalance. However, various ideas emerged regarding how this work should be continued. In addition to traditional communication and marketing tools, such as highlighting inspiring examples and role models, events, and updating imagery, the impact of student culture was mentioned: “We received new (female) students because someone in the student guild had run a TikTok account for the guild, through which students had found and applied to the field. We have the guild to thank for this; the university can take no credit for this. But the point is that the guilds probably have the best ideas of how to reach young people: we could work with students even more extensively in our marketing.” As the above quote shows, the image of the fields created by student activities can differ from the images created by marketing to potential applicants. This may also be influenced by the authenticity and credibility of such content, which are some of the main reasons why content marketing has become so popular in recent years. Student activities were linked to a broader change in technology student culture and its continued development in cooperation with student unions and technology student associations. Finnish technology student culture has already seen a clear development in recent years, which is also reflected in the attractiveness of the field of technology. One respondent summarized the issue: “The activities organized by our student associations are designed so that students feel welcome to participate, regardless of their gender. This is extremely important for student satisfaction, and I believe that this information is effectively passed on to upper secondary school students who are thinking about their further studies through the grapevine, without the university having to specifically advertise it.” In addition to the communications of the field itself, respondents highlighted a broader societal perspective. They emphasized that it makes a difference how the field of technology is discussed in the media and how women in technology are portrayed. The diversity of the fields of technology is easily overlooked, and schoolage children should already be informed about the multidisciplinary nature of technology. Many believe that cooperation between universities and various partners is particularly important for social influence. In addition to trade unions such as Academic Engineers and Architects in Finland TEK, the Technology Industries of Finland and educational institutions at various levels were also mentioned. 4 CONCLUSIONS AND IMPLICATIONS The purpose of this study was examining the measures implemented by Finnish universities to attract female students, focusing on marketing strategies, renaming degree programs, and updating course content. As our study shows, Finnish universities are already undertaking various initiatives. Universities have particularly focused on targeting women in their marketing efforts, whereas the names or contents of degree programs have been modified less frequently. The measures are consistent with international practices and reflect widely recommended strategies (e.g. Mørk Puggaard & Bækgaard, 2016). However, the impact of these initiatives has been mixed. While some interventions have shown significant results, others require further assessment. Overall, it appears that gender balance is considered important in Finnish degree programs in the field of technology. Our findings suggest that the challenge in the field of technology does not stem from a lack of interest among women, but rather from the perception that the field lacks relevance or appeal to them. Therefore, instead of changing the content, it seems crucial to alter the perceptions associated with different fields of technology. It should be emphasized even more that all degrees in technology offer a wide range of career paths. As some of our respondents mentioned, in addition to education, efforts must also be made to develop the working culture in technology. It will be difficult to convince female applicants that they can look forward to a rewarding career if the unexplained pay gap persists, discrimination and harassment continue, and women have fewer opportunities to progress in their careers (e.g. Bairoh, 2023). Alongside developing education, it is important to widen the image of a career in technology. In this effort, universities could particularly leverage their alumni as role models. When marketing engineering education and trying to change perceptions, the importance of students and student culture should be remembered. In Finland, the student culture in the field of technology has transformed in recent years as students have made significant strides towards a more inclusive student culture (Ilmavirta, 2022). This should be communicated to young people considering the field, and the best partners for this communication are the students themselves, as highlighted by respondents. It is worth systematically utilizing students' skills and developing an even better study and student culture in cooperation between students and the university. As noticed, both sides, individuals and institutional, is needed. Overall, effective collaboration among different stakeholders is essential, as highlighted in other studies (e.g., Salas-Morera et al., 2021). Consequently, all key players in the field of technology should be committed to balancing the gender ratio. There should be a common ambition and a relatively unified view on the necessary measures. This consensus would provide an excellent foundation for extensive marketing and branding campaigns, if partners can join forces and channel small streams of resources into one powerful current. Regarding perceptions and collaboration, cooperation between different higher education institutions also seems to be emphasized. In Finland, pursuing a master's degree in technology with a UAS degree is becoming increasingly common. The problem is that the gender imbalance in technology fields at universities of applied sciences is even more pronounced than at universities (Vipunen, 2025). If such imbalances are not addressed, achieving equal gender representation will be challenging. NOTE Artificial intelligence has been utilized to refine the language of the article. REFERENCES Aalto University (2025). What is Shaking up Tech? https://shakinguptech.aalto.fi/en/what-is-shaking-up-tech Bairoh, S. (2023). The Gender(ed) Gap(s) in STEM: Explaining the persistent underrepresentation of women in STEM careers. [Doctoral thesis, Hanken School of Economics]. DHanken. https://helda.helsinki.fi/dhanken/handle/10227/557833