I. Introduction
The importance of Science, Technology, Engineering and Mathematics (STEM) education is recognised across the globe as important for each country future prosperity and needed to drive innovation forward [1], [2]. This has directed countries and their universities to drive continuous growth in the number of students enrolling and completing STEM degrees. Increasingly, the importance of expanding the demographics of the types of students being attracted to undertake a STEM degree is being realised. Some reasons include providing all students a pathway to fields most likely to dominate future employment, ensuring growth targets can be met, and that innovations will be better targeted and valued by a greater cross section of society [3]. This is driving research to better understand what attracts students to the field, their transition to higher education and their learning experience [4]. In particular, a focus in research has been to develop a better understanding of female and minority group's motivations and experiences to start and continue an education within a STEM discipline [5]–[8].