How to become a...

Introduction page 2

General Information page 3 - 4

• Career Research

• Internship and Work Experience

• Volunteering and Extra-Curricular Activities

• CVs, Applications and Interviews

Detailed information on different career options page 5 - 17

• Further study, Scientific research, analysis and development

• Education professionals (Teaching)

• Healthcare

• Commercial, Industrial and Applied Sciences

• Conservation and Ecology

• Other Professions (Business, media, law, etc)

Case Studies page 18 - 20

• Jessica Ritchie, HR Team Leader (Rolls-Royce plc)

• Gemma Dennis, Senior Genetic Technologist (NHS)

• Nick Baker, Naturalist and TV Presenter

• Hannah Lawson, MSc in Quantity Surveying (funded by Wates Group Ltd.)

• Nicola Williams, Insurance Litigation Solicitor

Top 10 tips page 21

Contents

1.

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Getting any job, let alone a job of your dreams, is extremely competitive in the current economic climate. These are

great times for employers as they can choose from a large pool of very employable individuals but it means you have

to work extra hard to get a job and get on to the career ladder. Nowadays, employers look for much more than just

an honours degree and students have to prove their potential in order to be considered for the job on offer. It is,

therefore, helpful to know what career you want pursue. However, not all students are entirely sure about their ca-

reer options and the process becomes much harder for them.

In order to investigate the employability aspects of students in Biosciences and understand the general feeling about

the available career options, we carried out a survey. The survey included students of all years and doing all different

courses. The survey demonstrated that biosciences students do not necessarily aspire to pursue a science career.

The survey also showed that more than 88% of the students wanted ‘more career information’ and more than 60%

of the students surveyed wanted it in the form of a booklet. On the question about ‘post-graduation employment

aims’ we got the following response (chart below), which clearly identifies six categories.

In this booklet we have tried to collate the vast amount of information available to students wanting to follow differ-

ent career options. The booklet is based on the six career sectors, clearly identified from the survey. Each section

includes detailed advice on the different professions you can get into. We have also included some case studies of

some Biosciences Alumni. We hope this booklet will also help the students who are, as of yet, unsure about their

future career. We advise students to use this booklet as a guide to finding more information and not as an ultimate

source of information. We strongly encourage students to do their own research as well.

Introduc-

2.

3.

Career Research

About 10% of the students we surveyed were unsure about their future career and this is not unusual at all. To help

you make that crucial decision, there is a lot of help and support out there. To begin with, visit the University Career

Zone Website (www.exeter.ac.uk/careers) or book an appointment with a Career Advisor (through the web-

site).

� The website features a lot of resources that could help you decide your career. If you are struggling

with where to begin, if you want to see what recent graduates with your subject have gone on to

do or if you just want to explore the various employment sectors, this is an ideal place to start.

The career zone also runs two extremely useful and popular schemes listed below.

Career Mentor Scheme

‘aims to match students to professional mentors who can

provide guidance, insight, contacts and support the develop-

ment of their career paths for 12 months.’

• All 2nd

year undergrads are eligible

• Candidates selected on the basis of online

application followed by interview

• Application usually opens in September

• Visit the ‘Career Zone’ website for more info

Exepert Scheme

‘provides networking oppurtunities to students with a large

pool of alumni who have offered to help students.’

• Over 5000 alumni in the pool

• Scheme tries to match students with relevant

alumni

• Very popular scheme

• To apply, fill in and send the registration form

found on the ‘Career Zone’ website.

Internship and Work Experience

Internships and work experiences are great ways to try out the different positions you are interested in and see

which one is best for you. It also shows your commitment towards the sector and gives you that valuable inside

knowledge that employers look for in the candidates.

You need to do your own homework to find vacancies that suit your career aspirations but the following could be a

good way to make a start.

• Start with your local organisations. Use your contacts to see if they have anything to offer; family

friends, friends’ families, relatives. You never know what you could get out from them.

• Talk to your lecturers and tutors. Don’t forget, most of them are active in research so you could

land yourself a summer placement!!!

• Use the Career Zone. There are various schemes the university’s careers department runs some of

General Information

• Access to internship: a fund to help students secure

internships

• Student Campus Partnerships: See what it’s like to

work for the University

• Student Business Partnerships: Apply for places in or-

ganisations with Uni links

• Graduate Business Partnership Schemes: Available to

all recent graduates

• Opportunities Overseas: A great way to enhance your

CV and gain vital skills.

“A “wet” project in your final year isn’t the be all

and end all, but it is very useful. You will need to

have demonstrated lab experience and a lot of

companies will ask you to do a practical test as

part of the interview. Therefore try and reach out

to companies to do work experience prior to

graduating… You’ll see the differences between

working in a university laboratory and in industry

where there are much stricter guidelines.”

Christopher Fox, BSc in BMC (2008)

Scientist, BioAnaLab Ltd.

Volunteering and Extra-curricular Activities

Volunteering and ECAs can give you that extra edge over the other candidates. It shows your commitment towards

the sector and teaches you a lot of transferrable skills; but moreover, the fact that you would rather spend your free-

time working in the sector for free rather than getting involved in some other well-known student activities demon-

strates your dedication. Some of the opportunities on campus are as fol-

lows:

• Societies

• Charities (RAG, Community Action)

• Sports

• SSLC reps

• Exeter Awards and Leaders Awards

• Exeter Student Ambassador Scheme

• Residence Life Mentor

CVs, Applications and Interviews

When it comes to applying for jobs or post-graduate courses, these are the three important criteria that employers

base their decisions on. Therefore it is imperative to get it right.

CVs and Applications are, in effect, your personal advertisement. However you cannot express yourself freely be-

cause you are bound by the rules and structures. Therefore, it vital that your applications and CVs are tailored to the

individual jobs/courses; highlighting relevant skills and experiences. The Career Zone runs CV writing workshops,

some of which even count towards the Exeter Awards. You can also book an appointment with the career advisors

who can look at your CVs and application forms.

Interviews can be a deciding factor in your selection process. Here are

some tips to help you perform better in an interview.

• Do your research about the company/University

• Prepare model answers

• Look the part

• Stay Calm

But most importantly practice your interview skills. At the Career Zone, you can book mock interviews conducted by

real employers and University managers. These not only allow you to practice your skills under the real conditions,

but you also get a detailed feedback, at the end, to help you improve. This could also count towards the Exeter

“Remember that the interview may

be the only opportunity for a candi-

date to showcase his/her abilities.

Don’t leave the interview wishing you

had been more forthcoming with

your views on a subject, or feeling

that your answers had lacked depth.

Seize the initiative! “

PCMD Admissions Team

“Science degrees demand numeracy, logic,

problem-solving, precision, insight and de-

duction….you’re instantly attractive to the

finance, banking and property markets.

What employer wouldn’t want those skills

handed on a plate?”

Elizabeth Bailey BSc in BMC (2007)

Career Zone: www.exeter.ac.uk/careers

Guild Advice Unit: www.exeterguild.org/advice

Volunteering: www.do-it.org.uk

Exeter Awards: www.exeter.ac.uk/exeteraward

Student Ambassador Scheme: www.ex.ac.uk/students/

ambassadors

4.

Further Study and Research Approximately 24% of students stated that there looking to enter further study, making it the most popular career

route after an undergraduate degree.

There are many different types of postgraduate study that enable you to become more specialised in a particular

field of study. There are 3 categories of postgraduate study available to study in the UK: Masters (MSc, MA, MRes,

etc.), Doctorate (PhD, DPhil, etc) and Postgraduate Diploma/Certificate (PGcert/PGDip):

Masters:

Taught Masters (MA/MSc)

Types: Masters of Arts (MA) courses are normally in arts, social sciences, busi-

ness or humanities subjects, whereas a Master of Science (MSc) is awarded for

science and social science courses.

Description: These courses include a significant taught element and end in a

research project and dissertation lasting 2-6 months. Universities often offer

both MA and MSc courses in the same subject area; this will often be because

the approach to the subject is slightly different.

Duration: one full year

Reasons for doing taught masters: may provide a professional qualification necessary for your chosen career and

you may gain specialist knowledge and a qualification to give you the edge over an increasing pool of graduates com-

peting for the same jobs.

Research Masters (MRes)

Description: MRes is a postgraduate course avail-

able in a range of academic fields, which provides

training in research methods. It is designed to

prepare students for a career as an academic re-

searcher, consultant or in industry where an un-

derstanding of research would be useful. It differs

from a taught Masters by placing particular em-

phasis on a large dissertation (usually between

35,000 - 40,000 words) in addition to several

taught modules.

Duration: 1 year (but some courses require two years)

Reasons for doing a research masters: gives you a taste of a research environment and helps you identify subject

areas of interest should you wish to progress to a PhD program.

5.

Postgraduate Diploma/Certificates (PGCert/PGDip):

Description: Postgraduate Certificate or Diploma is a lesser qualification than a full Masters degree, but can be use-

ful if you don’t want to commit to a full year’s study or have a very specific interest in a small number of modules on

a course. They are also proportionally cheaper than a full Master’s degree. In general Diplomas/certificates have the

same taught module requirements as the Masters qualification, but omit the research project.

Reasons for doing a Diploma/Certificate: these courses can provide a stepping stone to a Master’s degree and pro-

vide the professional qualifications needed for a specific career.

Doctorate (PhD/DPhil)

PhD:

Description: A PhD is the highest qualification that a university can award and

offers a challenging and exciting opportunity to work at the cutting-edge of re-

search. PhDs involve three years’ worth of research, contributing new knowledge

in a well-designed research project or thesis (40,000 words upwards) that is wor-

thy of publication.

Duration: 3-4 years (7 years part time)

Reasons for doing a PhD: to carry out specialist research on a topic that you find

interesting and/or to enter job opportunities in academia, in industry and in the

public sector. A PhD is usually a pre-requisite for an academic career as a univer-

sity researcher or lecturer, although opportunities are opening up in other sup-

port functions, such as staff training and development and student recruitment.

MPhil:

Description: The MPhil is a less advanced qualification than the PhD in which the

student is expected to master a content area. The MPhil dissertation is normally

shorter than the PhD thesis. It is often used as a training course in advanced re-

search work, and can be a preliminary stage for the PhD where it is necessary to

learn the fundamentals of research and acquire new techniques.

Duration: 2 years (full time study).

Reasons for doing an MPhil: to carry out a shorter research degree, suiting stu-

dents who want to do a research degree but do not wish to commit to a lengthy

period of study. The grounding in research methods and skills equip students to

enter a successful career as a professional in your field of study or to continue in

your studies to complete a PhD.

How to Apply:

You've thought things through, done your research and chosen a course. What next?

Application basics:

Application methods: vary from course to course. For some vocational courses there’s a centralised application

system, while for other vocational and all academic courses you'll apply direct to the institution. Check the Uni-

versity’s website.

Deadlines: Check the deadlines! Some vocational courses have deadlines but for most courses you can apply

throughout the year. BUT it is advisable to apply early, especially for popular courses, because offers are made as

good applications come in.

6.

What do you submit in the application?

The application for each University and each course may differ, however there is a general procedure. In most appli-

cations you submit:

1 A personal statement

• Give strong reasons why you want to study this particular course in this particular department and insti-

tution.

• Mention any relevant study and/or work experience and draw attention to the knowledge and study

skills which will enable you to contribute to and benefit from the course

• Provide evidence of key skills, e.g. research, analysis, critical thinking and argument, time-management,

planning and organisation and communication.

2 Curriculum Vitae (C.V.)

• Make sure it is up to date!

• Make sure that you tailor it to the course that you are applying for e.g. mentioning key skills that you’ve

demonstrated in jobs or volunteering positions.

• Detail all the courses you have studied during your degree by year and give grades (if they are good!).

• Also give details of any projects or dissertations you have done - especially if the subject area was related

to the study area you are applying to.

3 Referee Information:

• An interview for an academic master’s course is less likely than for many vocational courses. THEREFORE-

a lot can rest on the quality of your references.

• You need to submit the contact details for 2 referees.

• At least one of your referees should be a lecturer or tutor from a previous course of study and one might

be an employer.

• Between them, they should be able to comment on your academic ability, relevant skills and knowledge,

motivation and suitability for the course.

• Choose wisely, ask permission first and brief them – give them a copy of your CV, tell them about your

aspirations, draw attention to your strengths.

Note: applications to PhD’s are slightly different:

• Your application should include all the usual information on qualifications and employment history.

• In your application letter state why you are interested in the particular research project and what you

enjoyed about any research you have already done.

• This initial application then leads to a second stage which is an interview.

• You may have to do a presentation in the interview. PhD interviewees at Exeter are required to do one.

For more information, visit:

www.prospects.ac.uk/postgraduate_study www.findamasters.com

www.studential.com/atuniversity www.findaphd.com

7.

8.

Teaching Almost 10% of students stated that they were intending to go into teaching upon completing their degree.

There are multiple routes to achieving qualified teacher status (QTS). The most common three are the PGCE, SCITT

and GTP. Here we explain in more detail what each of these three entail and how and when you can apply for them.

Applications for any initial teacher training course must be made during the preceding academic year, to commence

during September or October. In general, applications are made through the GTTR (cost £19), but some ITT providers

will require that you approach them directly.

PGCE (Post Graduate Certificate of Education)

A PGCE focuses on developing the skills required to teach, not subject

material. Courses last one year full time or two years part time, and are

available at universities and colleges throughout the UK. It may also be

possible to study for a PGCE via flexible distance learning, or in a school

by completing a programme of school-centred initial teacher training

(SCITT).

For secondary courses, you are able to apply to up to four different pro-

viders. For primary courses you may apply to two providers, in order of

preference.

Courses in primary teaching, physical education (PE) and history are very

popular and there is considerable competition for places. In these cases,

applications should be submitted by the end of November.

SCITT (School Centred Initial Teacher Training)

If you prefer to spend more time training in the classroom, putting theory into practice and gaining confidence

through increased contact with the school environment, then a SCITT programme is a good option for you. Courses

generally last for one year full-time. These courses are one academic year running from September to June.

SCITT programmes are designed and delivered by groups of

neighbouring schools and colleges. Taught by experienced, practis-

ing teachers, and often tailored towards local teaching needs, all

SCITT courses lead to qualified teacher status (QTS). Many, though

not all, will also award you a PGCE validated by a higher education

institution. You will usually be based in one school from the

consortium – the 'lead school' – while completing teaching prac-

tices at others within the group.

For secondary courses, you are able to apply to up to four different

providers. For primary courses you may apply to two providers, in

order of preference.

9.

GTP (Graduate Teacher Programme)

On the Graduate Teacher Programme (GTP) you can obtain qualified teacher status (QTS)

while training and working in a paid teaching role. This vocational programme is ideal if

you have a degree and are looking to change your career and become a teacher, but need

to earn an income while you train.

The GTP normally takes one school year, working full-time, to complete. Once you are on

the GTP, the programme can be tailored to meet your individual training needs as you

work towards QTS. Some providers also offer the GTP on a part-time basis. You can com-

plete the GTP in any eligible school in England that is prepared to employ an unqualified

teacher for the duration of the programme. Independent schools can also be involved,

but these applications have to be self-funded.

The GTP gives you QTS and some providers may also offer you a postgraduate certificate

in education (PGCE) on completion. Graduates may find that QTS obtained without a PGCE is not as widely accepted

in other countries. To find out whether your chosen provider offers PGCE as well as QTS on the GTP, please contact

them directly.

For each of these routes, you are expected to already hold a degree. If your degree is not in the subject you intend to

teach then it is possible to take subject knowledge enhancement courses. You are also required to hold a GCSE grade

C or equivalent in English and Mathematics, plus a C at GCSE in Science if you wish you wish to teach primary or key

stage 2/3 (ages 7-14).

“We want applicants who have a realistic idea of what teaching

entails, so applicants should have

arranged some observation ex-perience in school prior to appli-cation and make this clear on the form.”

“Spend some time in school

observing teachers and work-

ing with students. Get involved,

help the students with their

work and talk to them about

what they are doing. It will

help you find out more about

the job than just watching.”

“It is important that the indi-

vidual is both passionate about

their subject and about helping

students develop and learn.

They need to enjoy working

with young people and value

and respect them.”

For more information:

www.tes.co.uk www.education.gov.uk/schools/toolsandinitiatives/teacherstv

www.tda.gov.uk www.education.gov.uk

Teacher Education Research Fellow, Secondary Science

10.

Healthcare According to our survey, 21% of the students want to join the Healthcare sector after graduating. Among various

career options, Medicine was the most popular choice.

Healthcare is a vast sector and it would not be possible to discuss all the career possibilities within it. Therefore we

have outlined a brief guideline focussing on the most popular career options.

Medicine

Some medical schools accept graduates with a 2:1 or higher degree into their Graduate Entry Pro-

gramme (GEP) which are usually 4 years long. You get the same qualification as the standard 5/6

year medical course but often learn in a different way. There are only 16 universities offering such

accelerated course. Some universities do not even require applicants to hold a science degree

which makes entry into the courses very competitive. Entry requirements vary among universities

so it is always best to check with individual universities before applying.

Dentistry

A handful of Universities offer an accelerated degree programme for graduates who hold a de-

gree (at least 2:1 or higher) with a large element of chemistry and biology. Most universities also

require you to take an entrance examination (usually UKCAT but may vary for different universi-

ties). For 2012 entry, there were only 6 universities offering the accelerated course.

Both Medicine and dentistry are very competitive degree programmes. The application process for both degrees is

similar. Here is a brief outline of the key facts and general entry requirements.

Applications should me made via UCAS [www.ucas.ac.uk]

• Deadline: 15 October (of the year before course starts)

• You can only apply to 4 universities at a time

• Most universities look for relevant work experience in

your personal statement

• Most universities invite successful applicants for an In-

terview

• You can get a non-repayable means-tested NHS bur-

sary/grant for years 2 to 4

Entry Requirements:

Degree classification – 2:1 or higher *

Entrance Exam – UKCAT/GAMSAT/BMAT *

Work Experience

A-Level requirements*

*Check with individual Universities

“Applicants will face searching questions about

their motivation, their work at school, hobbies

and personal interests, as well as having to pro-

duce evidence of their academic achievements.

A key question will be their reasons for wanting

to become a doctor. Candidates should also be

able to demonstrate relevant paid or voluntary

work experience e.g. work as a hospital auxil-

iary, in nursing or residential care.”

British Medical Association (BMA)

“The interview stage of the process is vital when

assessing a candidate’s suitability to enter onto a

medical degree. Attributes such as communica-

tion skills and empathy, essential skills when

working in the sector, must be assessed in per-

son.”

Peninsula School of Medicine and Dentistry Admis-

sion Team

11.

Vet

There are many career opportunities within the veterinary profession including General

practice, Veterinary teaching/research and Government services. There are only 7 universi-

ties in the UK providing this course so there is fierce competition. Graduates would nor-

mally be able to complete the course in 4 years, rather than 5. Work experience in a rele-

vant environment is a vital pre-requisite to gaining entry into the course. You may need to

discuss your particular qualifications and experience with the admissions tutors as there

might be slight variations between the different veterinary schools.

UK Universities offering Vet courses

• University of Bristol

• University of Cambridge

• University of Edinburgh

• University of Glasgow

• University of Liverpool

• The Royal Veterinary College

• The University of Nottingham

General Entry Requirements:

Degree classification – 2:1 or higher *

Work Experience

Entrance Exam –BMAT **

A-Level requirements*

*Check with individual Universities

**Only Cambridge and RVC

Apply via UCAS [www.ucas.ac.uk]

Deadline: 15 October (of the year before course starts)

Nursing and Midwifery

From 2013, all new entrants to the nursing profession will have to hold a degree in nursing. This

will enable them to register with the Nursing and Midwifery Council (NMC). Degree programmes

comprise of 50% theory and 50% practice, with time split between the higher education institute

(HEI), which runs the course, and practical placements in a variety of healthcare settings.

There are no national minimum entry requirements as each HEI set its own criteria. However,

these are generally 5 GCSEs and 2 A-levels or equivalent. All applicants must be able to demon-

strate evidence of literacy, numeracy and good character and an interest in the profession by

providing evidence of relevant work experience. Apart from these you will also need to demon-

strate certain personal qualities to be accepted for a nursing programme.

More detail can be found at www.nhscareers.nhs.uk/nursing.

To do:

• Work hard for a 2:1 degree

• Research universities

• Sort out work experience

• Write personal statement

• Book/prepare for UKCAT/BMAT/

GAMSAT

• Approach personal tutor for a ref-

erence

Some useful links:

UCAS: www.ucas.ac.uk

NHS Professionals: www.nhsprofessionals.nhs.uk

NHS Careers: www.nhscareers.nhs.uk/nursing

British Medical Association: www.bma.org.uk

Royal College of Veterinary Surgeons: www.rcvs.org.uk

Medschools Online Forum: www.medschoolsonline.co.uk

Nursing and Midwifery Council: www.nmc-uk.org

Royal College of Nursing: www.rcn.org.uk

12.

Commercial industry Commercial industry was voted by students as the third most popular area for employment on comple-

tion of their degree.

There are many different industrial sectors suitable for a biology graduate. Several of these areas are

listed below with examples of careers within each area.

Environmental Sector • Tremendously varied jobs.

• Concerned with impact of people and industry on the environment.

Growing prominence of environmental legislation and raised public awareness of environmental issues has led to

more investment and an increase in demand of environmental specialists.

Career

Water industry – Contact your local water board to arrange work experience their microbiological department. Year

in industry schemes are ran through The Year in Industry (visit www.yini.org.uk for more details). Many water boards

also have their own graduate development programmes.

Food Sector • Employs half a million people in the UK.

• Broad range of jobs.

• A science graduate could be involved in new product development.

Focus Graduates is a specialist in graduate recruitment in the food and drink industry (www.focusgraduates.co.uk).

Career

Kraft Foods – Producers of Cadbury, Philadelphia, and Milka. Science graduates could carry out a role in research and

development. Kraft Foods offer industrial placement schemes and graduate schemes. Applications open in autumn

each year. For more information, visit:

www.kraftfoodsgraduates.co.uk .

Year in industry deadline: 31st

January

Graduate scheme deadline: 11th

November.

Fuel • Provide fuel oils for industrial companies.

• Involved in researching more economical and environmentally friendly fuels.

Huge industry

Career

Shell – Global group of energy and petrochemicals. Shell offer summer placements, industrial placements, and

graduate schemes. You can apply for a Shell recruitment day where potential employers will assess and observe how

you work and may offer you a full time position. The Gourami Business Challenge is also another route for final year

undergraduates to be recognised by Shell. See www.shell.com/home/content/careers/students_and_graduates for

more details.

Year in industry deadline: 31st

January.

Graduate scheme applications accepted all year round.

13.

Healthcare • Provides goods and services to treat patients.

• One of the fastest-growing industries.

• NHS is the main employer in the UK.

Career

Clinical Scientist – Many different areas including biochemistry, haematology, and microbiology. Clinical Scientist

training is currently called the scientist training programme (STP) and applications usually open at the beginning of

each year. You are employed for the duration of your training. See www.nhscareers.nhs.uk for more details.

Deadline: February

Defence • Impact of science and technology on defence and security.

• Saves lives.

Career

Dstl – Part of the MOD. As a biologist you could be involved in the research focussed on bioterrorism. Dstl has sum-

mer placement opportunities, industrial placements, and a two year graduate scheme. See their website for more

details: www.dstl.gov.uk .

Year in industry deadline: April

Graduate scheme deadline: Vacancies are available throughout the year

Agriculture • Activities stretch from “plough to plate”.

• Linked with the food, drink, and biofuel industries.

Career

British Sugar – Leading supplier of sugar to the UK market. Produce an extensive range of sugar products. Science

and Agriculture schemes are offered, as well as year in industry placement schemes. See www.notjustsugar.com/

Graduate-Schemes for more details.

Year in industry deadline: 30th

November.

Graduate scheme deadline: 31st

January.

Pharmaceutical • Develops, produces, and markets drugs licensed for use as medications

• Work at the cutting edge of science and technology.

Career

GlaxoSmithKilne – Produce medicines, vaccines, dental health products, over-the-counter medicines, and nutritional

drinks. Industrial placements and Graduate schemes are offered. See www.gsk.com/careers/students-graduates for

more details.

Industrial placement deadline: 30th

March

Graduate scheme deadline: Early autumn.

14.

For those that are interested in pursuing a career in ecology and conservation, there are several simple methods to

enhance your skills and your prospects. Competition for jobs in this sector is fierce, and any effort made to gain ex-

perience to demonstrate awareness and ability will be invaluable during the application process.

For those who wish to focus on pursuing a career in ecology, it is imperative to...

• Take relevant modules that incorporate as much field work as possible, i.e. try to take advantage of the op-

tional field courses on offer to second year students.

• Aim to improve your language skills and take part in the Study Abroad programme if you would prefer to have

a career in conservation; you may decide to work overseas, and good communication is imperative. Spanish

would be most useful in the Americas and Australasia, whereas French would be most useful in the African re-

gion.

• Have the ability to work well with others. It is difficult to truly impact conservation without interacting with

others in a positive way, whether they are indigenous locals, government officials, foreign students or conser-

vation professionals. It requires patience and sensitivity to a range of cultures in order to build a rapport with

people from different backgrounds.

• Join a Professional Body as a student member which could be beneficial as they may offer Career Development

Programmes; providing newsletters and information about lectures, conferences, seminars and advertised jobs,

often at reduced prices. There are many bodies available to subscribe to, including the ‘Institute of Ecology and

Environmental Management.’

Ecology and Conservation

Volunteering

Gaining practical experience through volunteering opportunities gives students the insight into the many different

aspects involved in carrying out ecological and conservational work, including the involvement of the law, econom-

ics, sociology, IT, anthropology, politics and education. The experience shows commitment, and provides a good

social platform to make contacts for later on in your career.

Certain agencies can help teach survey skills and can even offer additional training and support towards gaining li-

censes, which are required by anyone who intends to carry out an activity prohibited under wildlife legislation. The

university provides volunteering opportunities throughout the year, such as the ‘BioBlitz’ event. Most of the events

work directly with an environmental records centre or work within specified parameters to ensure that the data col-

lected will have maximum scientific impact.

15.

...’get as much experience as you can at applying yourself to

the sorts of jobs you might want to do - which means volun-

teering and being ready, willing and available. The best

thing I took away from uni was the contacts and friends I

made outside of the campus.’

Nick Baker, Exeter University Alumnus, Naturalist and Pre-

senter of the BBC’s ‘The Really Wild Show.’

Extra Qualifications

Gaining additional qualifications during university is mandatory, mainly because they enhance your CV and the

courses are provided at a discounted price. The ‘British Ecological Society’ funds students to attend skills-based

courses at various Field Studies Centres. These are often delivered by the ‘Mammal Society,’ the ‘Bat Conservation

Trust,’ the ‘British Herpetological Society,’ the ‘Royal Society for the Protection of Birds,’ and the ‘British Trust for

Ornithology,’ amongst others.

For further information:

www.earthwatch.org: contains links to research projects both abroad and at home.

www.jobs.guardian.co.uk/jobs/environment/volunteering/: latest voluntary jobs.

Some voluntary bodies: Some statutory bodies:

www.woodlandtrust.org.uk www.ccw.gov.uk

www.btcv.org.uk www.snh.gov.uk

www.wildlifetrusts.org www.environment-agency.gov.uk

www.nationaltrust.org.uk www.english-heritage.org.uk

www.rspca.org.uk www.forestry.gov.uk

www.bsbi.org.uk www.water.org.uk

www.plantlife.org.uk

www.rbst.org.uk

16.

Other Professions If you don’t fancy going down any of the routes on the previous pages, here’s a small selection of other career

areas for inspiration. You may think that employers would pick graduates in business, accounting, etc. every time;

but companies are now a lot more open minded and a degree in Biosciences will hold great weight as it shows a logi-

cal mind with the ability to solve problems.

As a DATA ANALYST, you would collect and analyse numerical information, and present your results in the form

of graphs, diagrams, tables and reports. It would be your job to identify trends and create models in order to

forecast or estimate what might happen in the future.

Working for the government, for example, you might collect, analyse and publish information on population

trends, the economy, the labour market, transport and crime. The information you produce would then be used

to advise ministers.

As a PUBLIC RELATIONS (PR) officer, you would be responsible for building and maintaining your employer’s im-

age and reputation with customers and the general public.

You could work in a company's in-house public relations department, or you might be an account executive in a

consultancy that looks after PR for a number of clients.

COUNTRYSIDE RANGERS look after and maintain areas of the country-

side such as woods, wetlands, common land and National Parks. They

help to conserve species, habitats and landscapes, and to manage

public access and recreation.

Duties could include planning and creating habitats to conserve plants

and animals, patrolling sites to assist visitors, and to discourage poach-

ing or damage to the environment and working with local landowners

and businesses whose activities may affect the environment.

MARKETING is the process where a company tries to find out what its customers want and then develops prod-

ucts accordingly. This includes sales management, market research, pricing, packaging, advertising and special

promotions.

Individuals in this career field typically enjoy high visibility in their company since they are seen as a direct con-

tributor to its profits. As a result, many top management and executive positions are held by professionals with

roots in a marketing discipline.

17.

Graduate salaries in FINANCE are among the highest in

the UK with institutions across the sector offering com-

petitive wages, bonuses and other perks in a bid to

attract and retain the best candidates.

The UK banking and finance sector covers a wide range

of areas and equally varied are the numbers of differ-

ent job roles that are available from across the indus-

try. To find out more detail

As an ENVIRONMENTAL HEALTH OFFICER, you could work in either the

public or private sector carrying out advisory or enforcement work and

aiming to make sure that people's environmental quality and their living

and working surroundings were safe and hygienic

As a CUSTOMER SERVICE MANAGER, it would be your job to make sure that customers’ needs and expectations

are satisfied. You could be responsible for anything from managing a customer service team and dealing with

enquiries in person, to developing customer service standards for a large company. Your team would often be a

customer's first point of contact and their response could determine whether the customer uses the company

again.

HUMAN RESOURCES (HR) employees take care of all person-

nel matters in an organisation. HR Managers will co-ordinate

the hiring of new members of staff and, at the other end of

the line, lead any disciplinary proceedings regarding the termi-

nation of employment. In between these two extremes, there

are a plethora of duties such as training staff, health and

safety, maternity/paternity leave, holiday and salaries. A firm

but friendly approach is needed, as staff will often come to

you first for advice and assistance with any manner of issues.

A RETAIL BUYER is responsible for planning, selecting and purchasing quantities of goods and merchandise that

are sold in retail stores. Most buyers specialise in one product type, for example clothes, fashion accessories,

food and drink, or books.

A retail buyer needs a clear understanding of the customers they are buying for, the prices they are willing to pay

and the likely demand for products. Reacting to and most importantly forecasting market trends and changes in

demand are key aspects of the job.

For average salaries and more detail, go to www.nationalcareersservice.direct.gov.uk

18.

Case study and top 10 tips

Jessica Ritchie, BSc (Hons) in Biological Sciences (2006) Team Leader, UK HRSSC for Rolls-Royce plc

I graduated with a 1:1 in Biology. I am now working as a HR Manager for Rolls-Royce. I

manage a team of 14 HR professionals to deliver a global HR service to the whole of

Rolls-Royce plc. It is a very varied role and no two days are the same!

I did not have a clear idea of what I wanted to do in my final year. I knew I wanted to

do something in business and use the transferrable skills from my degree. On graduat-

ing, I joined the Deloitte graduate scheme working in international accountancy. I

found that it wasn’t a good fit for me so moved into HR after a year.

On Work Experience: Having some work experience in your chosen industry can be

very beneficial, even if it is at a low level or in a related field. When I looked to move

into HR, my experience working in graduate recruitment for Deloitte really helped my

application stand out, even though I wasn’t applying for a job specifically as a recruiter.

It also shows that you are serious about the industry and are willing to work hard

which is key.

To Students: At least a 2:1 degree in a classic subject from a reputable university (like Exeter) is not the minimal en-

try criteria to many graduate roles in big businesses. For graduate schemes, employers also look at your CV to show

what leadership potential you might have. This could be captaining a sports team or leading a society. So remember

to bring these experiences to the fore. Work experience is also very advantageous – even if not in your chosen field.

Having held down jobs at whatever level (working in a shop, bar, temp work etc) shows you have a work ethic, un-

derstand a bit about how businesses work. Many graduates have no experience of working at all so this can really

help your application. Also ensure there are no spelling mistakes, that your information is accurate and that the lay-

out is easy to read. Recruiters read hundreds of CV’s a month so you need to ensure yours is easy to understand.

Finally, make the most of every opportunity, no matter how big or small. You never know when the experience will

benefit you in your career, plus having lots of interesting things to talk about your university experience will make

Gemma Dennis, BSc in Biological Sciences (2006) Senior Genetic Technologist, NHS

I graduated in the summer of 2006. I now work for the NHS in a genetic diagnostics

laboratory. My title is Senior Genetic Technologist and day to day I run patient DNA on

a variety of different tests for diagnosis of a number of different genetic disorders.

When I started my degree I had no idea what career I wanted to get into and hadn’t

even heard of a Genetic Technologist until after I had graduated.

To Students: Get as much experience as you can working in laboratories even if the

work in the laboratory isn’t exactly what you want to do later on in life, the fact that

you have worked in that environment will help you out. Keep your options open. All

post grad jobs are so competitive now if you can’t get into the profession you want

right away you will need to know what other options are available to you.

19.

Nick Baker, BSc in Biological Sciences (1993)

Naturalist and TV Presenter

When I started my degree, I knew my skill lied in ecological understanding and

wildlife field work, but I had no real idea of the opportunities out there. I just

hammered away at my dream with blissful ignorance. If I'd known the reality of

careers in this area ebbing scarce and under paid - I would have become even

more determined. As it happened I didn't do too badly.

After graduation, the career changed focus from working in the field as a scien-

tist/naturalist to working on camera with scientists as a naturalist. The media

side of things was a result of me keeping an eye and a mind open for opportuni-

ties.

To students: You've got to truly love what you want to do - even if it isn't the most financially rewarding be prepared

for some big doses of reality. A passion for your subject will see you through in the end... and get as much experi-

ence as you can at applying yourself to the sorts of jobs you might want to do - which means volunteering and being

ready, willing and available. The best I took away from university was the contacts and friends I made outside of the

campus.

And study... but make the most of the social thing too, it's got to be fun. My social life at university was much more

interesting than it has ever been since.

Hannah Lawson, BSc in Biological Sciences (2010)

MSc in Quantity Surveying (Funded by Wates Group Ltd.)

I chose my degree based on what I enjoyed from A-levels. I didn’t know what I wanted to

do long term and thought it would become clearer as I progressed with my degree. Al-

though I enjoyed several aspects of the Biological Science degree at Exeter, and did ex-

plore options to progress in these areas, I found myself searching for graduate schemes in

many industries as the skills were transferable.

On a day to day basis I will be involved in; subcontractor packages, both the formation and

managing of contracts, health & safety targets including on site assessments, developing

internal & external relationships and monitoring site progress including photographs and

marking up architects drawings.

On work experience: Work experience, like any life experience, is always attractive to an employer, but it’s impor-

tant not to get carried away with who and what you were doing. You may have been an assistant to the Queen for a

day, but it is of minimal importance unless you can pick out what skills you have developed from the experience and

what you have learnt from it. Basically whatever the experience, work or otherwise, pick out the skills!

To students: My number 1 tip would be: Go and prove what you can do! If you already know what you want to do,

then don’t hesitate in getting the specific experience or skills required for that career. You may feel now that you

have so little time at University, but believe me, it’s nothing in comparison to the working world! You have the per-

fect chance now to get on with applications for graduate schemes, Masters, summer internships or even a week’s

work experience. The experience will not only be good for your CV, but it shows your commitment to that career and

your long term ambitions.

20.

Nicola Williams, BSc (Hons) in Biological and Medicinal Chemistry (2001) Insurance Litigation Solicitor

I graduated from Exeter University in 2001 having completed the 3-year

BSc (Hons) in Biological & Medicinal Chemistry under the tutelage of Pro-

fessor Jenny Littlechild.

I took a somewhat circuitous route into the legal profession - after leaving

Exeter I travelled to a remote island in the South China Sea to work in ma-

rine conservation, before later returning to the UK to work as a research

chemist. It was during that time that I took the (rather expensive!) decision

to re-train as a solicitor. That was about 8 years ago, and I now work as an

insurance litigation solicitor in the City of London within the aviation de-

partment of a large international law firm.

On current work: On a day-to-day basis I work for airlines and their insur-

ers. Working in litigation specifically means that court proceedings have

either been issued or are anticipated to be issued. It is my job to advise on

the specific laws and legal procedures that will apply, as well as providing a commercial strategy for managing such

claims - going to trial is really a last resort. A typical day will involve negotiating with my legal opponents, liaising

with lawyers from other jurisdictions, drafting formal court documents and preparing legal advice for my clients.

On work experience: Work experience is extremely important as it shows a potential employer that you are moti-

vated to work and is a great way of obtaining job-based skills and positions of responsibility. You may not think your

Saturday job was important, but you have learned skills that are transferrable, such as customer service, or calculat-

ing budgets.

Full-time work may be offered as a direct result of the work placement and I myself have obtained jobs in this way.

However, even if you do not gain a permanent job from the work placement, in my own experience it is still invalu-

able for gaining exposure to an industry or sector and allows you to gain insight into your chosen career. At the end

of a placement, you may well think "this is not for me" and knowing that helps you to refine where you do want to

be.

To students: Your degree studies really are your number one priority and my best advice is ‘focus on that first and

foremost.’ It can be daunting the closer you get to graduating and it is easy to want to skip onto the next bit and get

out there into your chosen field or job. However, you are giving yourself the best possible platform, whatever career

you decide upon, if you achieve the best you can academically. Stick with it!

There are a number of career and industry fairs that you can attend as undergraduates/graduates and a first port of

call would be to identify what information is available to you about your chosen sector. A good starting point would

be to read a magazine or journal that services the industry you are interested in. That can easily be fitted into your

free time and a little bit of reading each week can really help give you an understanding of the area. I found it quite

motivating to read up and research different kinds of employers as it gave me an end goal and some relevance to

what I was doing. When you're knee deep in organic chemistry texts studying for exams, it is easy to forget that in no

time at all you will be out there working!

Otherwise, my main advice is ‘stay positive’ and it will be worth it! I can honestly say that speaking with many of the

others, who graduated with me; they all enjoy what they do and appreciate how they got there!

21.

Top 10 Tips

If you don’t take anything away from this booklet, please consider the follow-

ing tips.

1. Achieve the required grades: The first criteria students are judged on are their academic achievements,

so make sure you get the minimum grades required by your prospective employer or university. Also se-

lect relevant modules as specified in their requirements.

2. Use the Career Zone: Now located in the vibrant new offices in the forum, it is what it says on the tin. A

dedicated group of highly capable career consultants are at hand to answer any queries. From job hunt-

ing to getting alumni contacts, it is one service you should not miss out on.

3. Do volunteering/work experience/internship: Greatly valued by employers, it gives you an opportunity

to see if the career you want to get into is right for you. It also gives you something to put in your CV and

some even pay you. Highly recommended.

4. Extra-curricular activities are always good: Basically follow your interest; be it sports, music, dance, arts,

adventure or governance. Societies, Clubs, Charities and Student Guild are a few ways of getting involved.

5. Prepare a CV: The importance of having a current CV is only truly felt by a final year student, so don’t

leave it to the eleventh hour. Have an up-to-date CV on hand. Once you make one, you can always up-

date and tailor it.

6. Use your personal tutor: Besides giving academic and pastoral advice, they are also the best people to

write your references. So go and meet them, update them on what you are doing and let them know

about your future plans. This will really help them write a personalised reference for you.

7. Contact Alumni: Alumni are an invaluable source of information. They have been here and done it them-

selves so they can really advise you on what to do and what not to do. They are the people you really

want to listen to.

8. Attend mock interviews: Practice makes one perfect. It is always handy to have some answers ready in

your mind. This is also a great way of getting over your nerves and getting your performance assessed.

9. Do your own research. It is okay to get guidance from this booklet and other sources and get help from

career advisors, however it is your responsibility to look up the available opportunities; after all it’s your

future

10. Do not lose hope. You are an Exeter student and that, in itself, says a lot about your capabilities. Exeter is

a top 10 UK university and is one of the top 1% universities in the world. You are highly sought after; you

just have to put the effort in.

Booklet Created by: Biosciences Students

Matthew Bate (1st Yr)

Binay Gurung (2nd Yr)

Emily Sheppard (2nd Yr)

Kirsty Clemow (3rd Yr)

Rebecca Shellock (3rd Yr)

Kate Frise (4th Yr)

With Special thanks to:

Roos Zandstra (for all her help and support throughout the project)

Lizzie Caughey and Dr. Sara Burton (for providing valuable alumni contacts)

Dr. James Wakefield (for obtaining financial support for the project)

Dr. Nicky King (for her guidance for the booklet)

All the Alumni, who kindly took some time out of their busy schedule to contribute towards the booklet and all the

students, who took part in the survey.

Acknowledgements