Getting students into science

With recent statements from the Confederation of British Industry (CBI) making recommendations for bright children to be automatically entered for triple science to ensure the next generation of UK scientists, Thermo Fisher Scientific, Epsom, is actively involved in promotion of scientific careers.

According to the CBI only 7% of 16 year olds are taking triple science subjects – physics, chemistry and biology - at GCSE stage, leaving many unprepared for science at A-level. Consequently, less young people are entering fields of science in the UK and many exciting opportunities in this country are therefore being fulfilled by non-UK scientists.

To encourage UK students to continue with their scientific studies at university level, and to explain that scientific careers fall into many different categories, Thermo Fisher Scientific, recently hosted a day visit of 30 A level science students from Newlands Girls School, Berkshire to their R&D and production site in Epsom.  Following a welcome and explanation of the company’s business by Geoff Meynell, site lLeader, the day encompassed a hands-on, laboratory-based sessions and informal round table discussions on the diverse scientific career paths followed by some of the employees.

The practical sessions took place in the R&D and production laboratories. One session allowed the students to practice pipetting using a much wider range of pipettes and pipette tips than are used in the school laboratory.  Pipetting is extremely important in assays such as Polymerase Chain Reaction (PCR) and quantitative PCR (qPCR) where the smallest inaccuracy can dramatically affect assay results.  This was demonstrated with much laughter, coupled with frustration, as the students discovered that accurate pipetting is not as easy as it looks.

The other practical sessions were aimed at replicating the steps that might be undertaken by research scientists to measure the effects of a cancer drug on the expression of a receptor gene in cervical cancer cells. 

Saima Nayab, research and development scientist, gave a background briefing on the experiment, covering the aim, workflow (cell culture, RNA extraction and quantification, 1-step Reverse Transcriptase Polymerase Chain Reaction [RT-PCR]), hypothesis and protocol. 

Students then used products manufactured on site in Epsom, including Thermo Scientific’s Verso 1-Step PCR Reddymix and Verso Enzyme mix. Following a protocol, they prepared a reaction mix by adding in primers, enhancers, and template RNA. After thorough vortexing they started the RT-PCR thermal cycling programme, and after cycling analysed the results with agarose gel electrophoresis.

“Our students loved the practical sessions and wished that they could do more”, commented Victoria Hidalmasi, A-Level Biology teacher, at Newlands. “They enjoyed learning about PCR and seeing how it worked, and got a taste of what it was like to be a scientist in industry. The sessions also brought to life the real, human health benefits related to scientific work undertaken throughout the world, and the girls were also pleased to meet so many women who have chosen to pursue rewarding laboratory careers at Thermo Fisher Scientific.”

Mastering pipetting techniques

In the round table sessions scientific career opportunities outside the laboratory were discussed.  Members of Thermo Fisher Scientific’s marketing department led the sessions where members of the sales, marketing and technical support teams spoke about the routes they had followed to their current positions.

Ben Jackson, product manager, explained that after he had obtained his degree in biochemistry, he opted out of science in his first job as a financial adviser. However, it didn’t take Ben long to realise that he missed involvement in science and he went back to university to obtain his PhD. This led to a job as a technical support advisor in a life science company where his problem solving skills were fully utilised, followed by a move into sales and then into marketing. Ben joined Thermo Fisher Scientific in early 2007 where he has continued his marketing career. “There is no doubt that this non-laboratory route was right for me” said Ben, “after my initial degree I couldn’t wait to do anything but science but it soon called me back and, although I really enjoyed the PhD, I knew I didn’t want to work in a pure research environment. My science qualifications have opened a lot of doors for me.  I’ve been all over the world in my career and also obtained formal marketing qualifications too to compliment my scientific skills.”

Technical support manager, Liz Bland, was born, brought up and went to university in New Zealand but has been pursuing her scientific career in the UK for the past six years. “New Zealand is a small country with limited career opportunities, but I knew that my scientific degrees could take me wherever I wanted to go”, said Liz. “I came to London as I was aware of the shortage of scientists over here. I worked in the Molecular Medicine Unit at University College London Institute of Child Health for two years, during which time I published many papers. After a number of years I realised that I enjoyed the problem solving aspects of my job more than the bench work, and so a move into a technical support role was a natural transition for me. I left the academic research environment and moved into industry – that’s what’s great about science you can change direction, and of course location!”

Practical sessions in progress

This flexibility of location was underpinned by Francis Vella, (customer relations manager), who is French. After obtaining his degree and PhD in France, Francis came to England to undertake post-doctoral research. “Someone told me that three out of four UK research positions are filled by non-UK residents,” said Francis, “so the opportunities are considerable in this country. However, there are fewer opportunities at principal investigator level and as a bench technologist you are usually on fixed term contracts. When I had a family I decided to move into industry to avoid having to frequently reapply for positions. At Thermo Fisher Scientific I support sales and marketing with website editing and also assist in technical support. There is no doubt that I couldn’t have made such an easy switch into industry, and in a foreign country, if I had not had my scientific qualifications.”

“The round table was thought provoking”, commented Mary Harrison, A-Level Biology teacher, Newlands. ”At this stage the girls are excited by the prospect of a voyage of discovery in science and many of them have only envisaged a research lab role.  The Thermo Fisher Scientific team demonstrated that it is possible to change jobs, or job roles, and that there are many career paths open to those with science qualifications. We are grateful to Geoff Meynell and the team at Thermo Fisher for both the insights and practical experience that they provided to our students.”

Scientists explain their career paths

Get involved
Richard Lambert, Director General of the CBI has recently stated:  "Young people are missing out. They are doing better than ever in science tests at 14, but hardly any are going on to study Triple Science GCSE, despite the opportunities and learning it offers. We need to create an environment in schools that reflects the importance of science, and the value of studying it. We also need to send an unambiguous message to young people who are good at science that science as a career can be fascinating and worthwhile, and will reward you well.  Parents want the best for their children and they need to understand that Triple Science provides just that. Science skills gained today can be the pathway to a great career tomorrow. It is essential that all our children have the chance of the best possible science education, if they are to enjoy the employment opportunities of the future."

So, come on all you scientists, many of you will have children – can your organisation do the same as Thermo Fisher Scientific and provide our future scientists with an insight into what life is like in your lab or company? We hope so.

The CBI's five-point proposal for science in schools: Automatic opt in to Triple Science. 40% of 14-year-olds automatically opted in to Triple science GCSE courses, which is the best preparation for further study. Just 7% of 16-year-olds currently take three science GCSEs. Improve school buildings and science labs. Government has allocated £45 billion to improve school buildings including labs (Under Building Schools for Future - BSF) but must make the investment a reality. The programme is supposed to be over 20-25 years but the intial target of 100 BSF schools by 2009 is unlikely to be met as only 13 have opened so far. Upgrade careers advice. £120m of new funding to pay for one-to-one careers advice at ages 14, 16 and 18, which will help challenge misperceptions about science and engineering degrees. The CBI says companies also need to take further steps to encourage young people into these careers. Schools must prioritise science by timetabling specialist science teachers to deliver Triple Science as soon as it is practical. Timetabling problems should not be difficult to overcome where schools have the necessary physics and chemistry specialists. The government's new £5,000 'golden hello' payments are also starting to increase the number of science graduates training as teachers. Offer financial incentives. Give bursaries of £1,000 a year to STEM (science, technology, engineering and maths) graduates to help pay tuition fees - at a total cost of around £200m a year - to reflect the importance of these skills to the UK economy.

Five facts about science and careers: Science pays. Over their lifetimes, chemistry and physics graduates can expect to earn at least £60,000 more than the average for a degree holder (Pricewaterhouse Coopers report The Economic Benefits of Higher Education Qualifications, 2005) People with science skills are in demand. 92% of firms (across all sectors) employ STEM skilled people, but 59% of firms were experiencing problems recruiting STEM skilled employees (CBI Education & Skills Survey 2008). The UK will need more science skills to prosper. There will be more than 2m extra jobs requiring people to have STEM skills by 2014 (CBI estimate based on Skills for Business’s report Working Futures 2004-2014). Science jobs give good starting salaries. Starting salaries for science sector jobs can be as much as £32,000 putting them in the top 20% of starting salaries. STEM graduates working in investment banking enjoy starting salaries of up to £37,000 (Association of Graduate Recruiters, Summer Review 2008). Science skills are valued. The Future Innovators Team at the National Endowment for Science, Technology and the Arts recently reported that “the skills of problem solving, enquiry and independent thinking that science encourages are also key for young people to be better equipped for the future.”