Preparing the future workforce for jobs that do not yet exist
Sherry Coutu CBE, entrepreneur, Chair of Founders4Schools, Workfinder and the Scaleup Institute, UK
Parents, educators, governments and students alike are seeking ways of preparing for jobs that do not yet exist.
This is no surprise, given the rate at which economies are evolving, the fact that 95% of today’s net new jobs are created by companies less than five years old, and that the average number of jobs held by people between graduating and retiring is currently 25.
Sherry was commissioned by the UK government to write the Scaleup Report on UK economic growth which found that talent was the number one issue preventing our scaleup companies from realising their ambitions. She was an advisor to LinkedIn while they increased their members from 5 million to 500 million and she chairs Founders4Schools, Workfinder and Raspberry Pi (Trading) which work with parents, educators, governments and students in a number of countries. She will share case studies from a number of countries and sectors which look at how others are preparing their future workforces for jobs that don’t yet exist, and she will make recommendations on what we need to do to meet the needs of the Life Sciences Industrial Strategy.
Preparing researchers for an unknown future: cultures, behaviours & mindsets
Clare Viney, CEO, The Careers Research and Advisory Centre, UK
Being a successful researcher requires strategic thinking about objectives, skills and areas to develop. It should be based on thorough self-awareness and knowledge of career options. With an uncertain future, what competences, behaviours and attitudes should we develop in our researchers to enable them to thrive in tomorrow’s research environment? Given there are 110,000 postgraduate and over 40,000 postdoctoral researchers in the UK today, how can we develop researchers in higher education at scale to meet the needs of the Life Sciences Industrial Strategy?
Vitae is the global leader in supporting the career and professional development of researchers, experienced in working with governments and over 200 institutions in 20 countries as they strive for research excellence, innovation and impact. We have been a pivotal force since 1968, when we ran our first project to support transitions of doctoral researchers to industry.
Doctoral training schemes and a 'team science' approach
Professor Jeanette Woolard, Associate Professor in Cardiovascular Pharmacology, University of Nottingham, UK
Jeanette Woolard has led the COMPARE and Nottingham activities aimed at promoting Team Science. This is an initiative that has focused on promoting a culture of collaboration, developing cross-institutional interactions, recognising the contribution of early career researchers and developing the careers of those who may be considered ‘outside’ the PI track. This Team Science approach has been well received by the Academy of Medical Sciences, the European Laboratory Research and Innovation Group (ELRIG) and the Royal Society. Her talk will focus on the implementation of Team Science within a competitive academic environment, highlight some successes, and consider the future challenges associated with this change in culture.
What do current graduates look like to employers?
Adam Isle, Global Talent Acquisition Lead (Early Talent & MBA Programmes), AstraZeneca, UK
Graduate programmes offer ambitious students an opportunity to build the foundation for their future career. The best provide an invaluable combination of technical skills-based on the job training, with mentoring and wraparound support designed to develop the interpersonal skills required to shape the agenda and have an impact as a professional.
AstraZeneca identifies and develops its next generation of leaders by offering a wide range of experience and programmes aimed at inspiring, engaging and attracting talent. Whilst many students make strong applications and perform well during the interview and assessment process, some need additional support and encouragement to gain the skills and experience necessary to thrive.
What’s missing, and how can we create the environment and opportunities that set graduates up for success?
Taking a non-degree route into science after school
Sarah Scott, Vector Manufacturing Specialist II, Adaptimmune
Sarah Scott is 28 and lives in Bedfordshire. She suffered a stroke at school when she was 18 and just about to complete her A Levels and take up a university place to study biology. The stroke caused paralysis and affected her ability to read, write, swallow and speak. Sarah could not take up her university place, so gained voluntary and work experience as a pathway to a scientific role. Sarah will describe the career path she has taken which has lead her to become a Vector Manufacturing Specialist II at Adaptimmune, working in the field of immunology to treat solid cancers, and the challenges of taking an ‘alternative route’ into industry with a disability.
Experience of an apprenticeship programme
Charlotte Hughes, Associate Scientist, GSK, UK
Charlotte Hughes is an Associate Scientist and former apprentice working within Biopharm Process Research in the analytical team at GSK. Charlotte started her Level 5 apprenticeship at GSK in September 2015 studying at the University of Kent for a foundation degree (FdSc) in Applied Bioscience Technology and progressed onto the Level 6 qualification in 2018. In January 2018 Charlotte was awarded the Higher or Degree Apprentice of the Year 2017. Charlotte will reflect on her experience as a life science apprentice speaking about university study, on the job training, development and progression as someone who has taken an ‘alternative route’ into industry.
Initial training: panel discussion