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China is the world’s largest automotive producer and has the world’s biggest automobile market. However, in the past decades, the development of China’s automotive industry has depended primarily on the foreign direct investment; domestic automakers have struggled in the lower ranks of car producers. In recent years, China’s automotive industry, supported by government policies, has been improving their Research and Development (R&D) capacity, to compete with their international peers. Against this background, China’s automotive industry requires a large number of R&D professionals who have not only a higher degree but also the applied and practical knowledge and skills of research. For the purpose of meeting the industry’s needs, a new Professional Automotive Engineering Masters Programme was launched in 2009, which aims to deliver the Masters to be the R&D professionals in the future.

Panel Discussions held at the SAE World Congress in both 2013 and 2014 observed that a shortage of good quality engineering talent formed a chronic and major challenge. (“Good quality” refers to applicants that would be shortlisted for interview.) While doubts have been expressed in some quarters, the shortage is confirmed by automotive sector employers and the Panel's view was that it was symptomatic of a range of issues, all of which have some bearing on the future of the profession. Initiatives to improve recruitment and retention have had varying degrees of success. Efforts need to be intensified in primary schools where negative perceptions develop and deepen. Schemes like AWIM that operate on a large scale and are designed to supplement school curricula should operate at an international level. Universities represent the entry point into the engineering profession and their role in the recruitment process as well as education and training is crucial.

There has probably never been such a demand for professionally qualified engineers, and yet both the number and diversity of people entering the profession continue to decline. Worldwide, there are very many initiatives - some generally encouraging interest in the profession, and others targeting specific audiences. The reports speak of local success, but the overall picture remains discouraging. In this paper we focus on the “pipeline” from primary education through to the transition from graduate engineer into an experienced member of engineering staff. We have based the discussion on both the presentations and comments made during a panel discussion held at the 2013 SAE International Congress. The paper is intended as a summary of the points raised during that discussion and, we hope proves to be starting point for further investigation and analysis. Of particular note is the sheer diversity of initiatives, and the pressing need for role models and mentoring.