What students are seeking in a degree program and in their future careers, and what that means for attracting new talent

In an effort to reverse the trend of declining enrollments to mining engineering programs that began in 2015, the University of Arizona has implemented a number of interventions over the past five years, including ramping up its pre-college mining education and outreach, and undertaking several enrollment research projects. This article is the second of two installments to discuss the results of our latest study. The first part can be found in the September 2025 issue of Mining Engineering magazine.To better understand mining’s competitive position, the School of Mining Engineering and Mineral Resources conducted a comprehensive study to determine: How prospective college students, parents and educators perceive the industry, related careers and the mining engineering degree. Factors affecting students’ choices of degrees and career plans. The roles parents and educators play and how they influence students. Study parameters The nationwide survey, conducted online in December 2024, builds on previous University of Arizona studies and investigations at other universities. Respondents, predominately from the western states, included 566 students primarily between the ages of 13 and 21 aiming to pursue a four-year STEM (science, technology, engineering and mathematics) degree; 361 parents of the same; and 474 teachers and counselors. Most students were planning to enroll in degree programs in fall 2025. A second phase of the research includes focus groups with high school and community college students considering four-year STEM degrees, previous University of Arizona first-year engineering students who have (1) never considered mining engineering, (2) considered but did not choose mining engineering and (3) chose mining engineering. Focus groups were completed in April and September 2025.This installment focuses on what students are seeking in their degrees and careers, and how mining stacks up against other degrees and industries. Value and security are driving decisions Students are looking for a good deal, and a sure thing. Whether choosing a major or career, value and security are key factors for making it into a student’s consideration set. According to many recent studies — and even reflected in Nike’s new tagline “Why do it?” — this younger generation is risk averse when it comes to the possibility of mistakes and failure. In our study, this is evident in students’ prioritization of factors affecting degree and career choice. Feeling secure about their decision to invest in higher education and in choice of degree is important to them, as the perceived cost of mistakes is very high. Choosing a major They start young. The nationwide push for college and career-readiness programs starting in kindergarten has led to an increase in students thinking about college majors at younger ages. Nearly 30 percent of students were thinking about possible majors before they got to high school, with 10 percent already thinking about it in elementary school. Eighty-six percent felt at least knowledgeable about their degree options. Our survey found that 11 percent of students reported considering mining engineering as a major. That may not sound very high, but it was the fifth most popular major choice. There is simply a lot of choice out there. Figure 2: Top five factors in choice of major or degree program (including five tied for fifth place). Top five factors for choice of major Ability to graduate. Concerns over the cost of higher education and the student debt crisis, as well as widespread mental health challenges with GenZ have caused prospective students to carefully consider outcomes, and their ability to achieve them. They hesitate to invest the time or money in pursuing a degree without a clear and promising path to graduation, and with good reason: in a recent study, the Gallup-Lumina Foundation (2025) found that 25 percent of students currently enrolled in four-year degree programs have considered “stopping-out” (withdrawing temporarily). Top reasons cited include emotional stress (49 percent), mental health (41 percent), cost of the program (24 percent), did not feel like they belonged (24 percent), and coursework too difficult (20 percent). Of students that actually stopped-out, cost of program was the top reason (32 percent). In our study, 21 percent of students identified mining engineering as the best major for “ability to graduate.” Interest in the subject. This has been a primary driver of choice of major since we started measuring in the fall of 2020. According to a study of middle and high school students conducted by Curtin University Western Australia School of Mines (2023), this is a strategy students use to reduce the chance of choosing the wrong career path — students feel they are more likely to enjoy their career if it is related to their interests. An ongoing study of freshmen engineering students by the University of Arizona (2021) established a strong correlation between knowledge of a subject and interest in it — students tend not to be interested in subjects they know nothing about. And while public awareness of mining and minerals appears to be increasing, knowing that mining is important and that it is the process by which society obtains the mineral resources it requires is not the same as knowing what a mining engineer does, or even what happens at a mine. These remain largely a mystery to the public, and this lack of knowledge affects interest. In our study, only 10 percent of students identified mining engineering as the best major for “interest in the subject.” In contrast to students’ lack of interest, 56 percent of educators think mining engineering is more interesting than other majors. Often cited in our interactions with educators — particularly science teachers — is the wide range of science applied in mining. Figure 3: Top five factors for choice of career. It will lead to a career with a lot of options. Related to the above, students may fear that after investing so much time and money in a degree, they may not like their job or they might get bored after a while. They do not want to feel stuck. Locking themselves into a lifelong career choice at this age is risky. A degree that is relevant for a variety of roles is a safer bet. In our study, 14 percent of students identified mining engineering as the best major for “it will lead to a career with a lot of options.” Financial support. Return on investment (ROI) is critical right now. Students are comparing the cost and advantages of institutions and majors, and choosing based on value for money. They are aggressively seeking and evaluating scholarships and financial aid. This is some of the most sought-after content with respect to degrees and impact on career success (such as placement, salary). In our study, 25 percent of students identified mining engineering as the best major for “financial support.” Five factors tied for fifth place. All of them align with the ability to graduate, career success, or both. Details can be found in Fig. 2. What would make students change their minds to mining engineering? When asked to choose the single most important factor for convincing them to change their minds to mining engineering, three factors stood out. Interest in the subject (20 percent). Considering how critical interest is, and how low mining ranks on interest when compared to other degrees in this survey as well as year after year in the University of Arizona’s freshmen engineering survey, this needs a lot of attention. Students have very little knowledge of what mining involves. If they knew, many of them would realize it aligns with their interests. It will lead to a high-paying job (20 percent). While noted as important, mining is already relatively well associated with high-paying jobs, and many students remark that all engineering jobs are typically well paid. It is a hygiene factor. So, it always needs to be mentioned, but the actual salaries available may not make it significantly more competitive than other degrees. Financial support (11 percent). Fifty-five percent of students said they would consider switching to mining engineering if they could get a scholarship that they otherwise would not receive. Considering the significance of ROI in decision-making, and the abundance of scholarships available for mining studies, this has significant potential. Scholarships should be highlighted at every opportunity. Sources of information When it comes to finding information on degree programs, top sources of information are no surprise. College websites (59 percent). Students rely heavily on college websites for information on degree programs, requirements, courses, benefits (outcomes), costs, financial aid and other student support. They also look for information on “what it’s like” to be a student in that program. While students are thinking about their future careers, when choosing a major some of the questions that are on their minds are more immediate — What will their college experience be like? What kind of support does the program offer to help them succeed? The vast majority of students will visit college websites as part of their research and selection process. Teachers (43 percent). Teachers are among the most consulted and most trusted resources about degrees and education pathways. Teachers know what their students’ interests and strengths are (and are not), and students value this insight. Unfortunately, by their own admission teachers are not always well informed of degree options, requirements and application processes. Guidance counselors (38 percent). Guidance counselors are still consulted by students when it comes to what is next for them. These are the designated experts. But, also by their own admission, guidance counselors are not always well informed of degree and career options. Parents (31 percent). Parents can be a useful source of information, especially in the case where a student is interested in the same career and/or degree as their parent, and/or the same school. YouTube (29 percent). Students often consult YouTube to see what it is like to do something, including particular jobs. In focus groups, “day in the life of” videos were cited as very popular, as well as useful. Students did say the videos need to be entertaining and were open to both short and long formats. Choosing a career When it comes to GenZ, “purpose and pay” have been cited as drivers for the past several years. Pay has been rising above purpose for some time now, and recent findings confirm that the balance has tipped. “Pay” does not necessarily mean students are motivated by material success — rather, they may simply be more concerned about their ability to earn a living wage. GenZ witnessed the financial uncertainty introduced by the COVID-19 pandemic, and then rapid and significant inflation quickly placed things once taken for granted out of reach. In such circumstances, a career that offers financial security and a base level of comfort is a must, with a job that offers purpose still important. In bad financial times, the latter is a luxury. But how much are they thinking about their career versus college experience at the point in time when they are choosing a major? According to Gallup-Lumina Foundation’s “The State of Higher Education 2025” report, “expected future job opportunities” is the primary motivator for deciding to go to college in the first place. Our own research found that 58 percent of students know what career they want to pursue before they apply for college. So, their awareness of, and impression of careers matters early on and can impact their choice of major. Top five factors for career choice Figure 4: Maslow’s Hierarchy of Needs (Image source: SimplyPsychology.org). Job stability/security. Seventy-eight percent of students identified job security as very important — a full five points higher than the next selection. Whenever “security” is the leading factor in decision-making, it points to decisions being driven by necessity rather than desire. Fear and insecurity are present, and as a result, decisions are driven by needs nearer to the base of Maslow’s Hierarchy of Needs (Fig. 4). Ten percent of students identified mining as the best industry for job security. Students confirmed that when a field is perceived to be growing or there is high demand, this equates to perceived job security. High salary potential. High salary does double duty, providing both security as well as the potential for luxury and better quality of life. Mining engineering specifically is generally associated with good salaries. Ten percent of students identified mining as the best industry for high salary potential. Opportunity for advancement. Mining’s weakest performance was on opportunities for advancement, with only 6 percent of students selecting mining as the best industry for this. A global study by BDO in 2022 had a similar finding, with career advancement perceived as poor and among the industry’s worst-performing attributes. Work with purpose/feels meaningful. Purpose still matters, but it has been relatively deprioritized. A career that offers all of the above plus purpose is likely to be more competitive. Figure 5: Industry comparison on key attributes. Work-life balance. Again, this is still important, but deprioritized. This used to feature very prominently in career research, but right now for our study population it is more of a perk than a requirement. As with purpose, any opportunity to demonstrate good work-life balance can help with competitiveness. Ideal work environment When asked about ideal work environment, a few things stand out. On a positive note, students want to travel a lot and work in person. However, they prefer to work indoors and would like the ability to live where they want — they value choice. They also want to work in an environment that embraces new perspectives. If students perceive mining as an industry that prizes tradition or is reluctant to change, that may be problematic. Being viewed as modern or innovative is about more than technology — it is about culture as well. On the issue of work location, 41 percent indicated preferring a rural or suburban environment — not everyone wants to live in a big city. But just how rural or remote is unclear. Certainly, questions about location exist. In a recent question-and-answer session about mining engineering with hundreds of University of Arizona engineering freshmen, work location was a top hot topic. Considerations included working indoors versus outdoors; do they have to go into the mine versus do they get to go into the mine; even, do they have to live at the mine site; what states have jobs; what countries have jobs; are there opportunities for remote (virtual) work, and so on. It is important to be ready with answers to as many of these questions as possible, as uncertainty on its own can contribute to the elimination of mining from a student’s consideration set. Careers and degrees that offer greater certainty are a safer choice. The fact that mining and mining engineering are not well understood on so many fronts is a distinct disadvantage. Key takeaways Students are thinking about future degrees and careers very early on. Their initial ideas will be shaped by parents, teachers and the subjects they find interesting in school. Introducing students to mining topics before they get to college is critical to filling the mining talent pipeline. Building interest in mining is essential. Interest instigates exploration into degree and career options, it also mitigates fear of both not being able to pass classes (graduate) and not liking their future career — making mining a safer choice. When considering a major, students are looking for value for money and solid fundamentals — a high probability of graduating with the lowest possible investment and dependable outcomes (like job placement). They want a degree they are confident will position them for career success without getting mired in debt or restricting options. When it comes to choosing a career, financial drivers come first. Students are worried about financial security. Security is more than just keeping a job — students are witnessing a time of high inflation, where financial security can also be compromised by stagnant pay. So high salary potential and opportunity for advancement can be as much about keeping up as getting ahead. Opportunity for advancement is an important factor in career choice, and the mining industry rates poorly on this attribute compared to other industries. Improving communication and transparency around career progression and potential is important. Equally important is GenZ’s lived experience working in this sector, as they are sure to share it. It is important to demystify mining to derisk it as a choice. A generation described by many experts as “anxious” will seek to minimize uncertainty. Uncertainty on its own can contribute to the elimination of mining from a student’s consideration set. Careers and degrees that offer greater certainty are a safer choice. (A copy of the survey questionnaire/report is available from the author.) Acknowledgments This study was made possible by a grant from the Freeport-McMoRan Foundation and funding from the Lundin Family. Research was conducted in partnership with Ruffalo Noel Levitz. References Gallup-Lumina Foundation (2025) The State of Higher Education.Curtin University Western Australia School of Mines (2023) Student Perceptions of the Mining & Resource Industry.Banta, J.H., Barton, I.F., and Hutson, L.L., 2021. Where have all the mining engineering students gone? Mining Engineering February 2021, 25-28.BDO (2022) Attracting the Next Generation: Turning Skeptics into Changemakers.

What students are seeking in a degree program and in their future careers, and what that means for attracting new talent

Authored by: Jodi Banta

To view the past issues of the UCA magazine you must be a member of SME/UCA.

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To view the past issues of the UCA magazine you must be a member of SME/UCA.

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