January 2006 by Real World

COOST URGRA SE D S

Career Advice + Inspiration + Jobs + Grad News + Your Future www.realworld.jobs

January 2006 Free to Students

POSTGRADUATE COURSES ARE THEY WORTH IT? WRITE A BRILLIANT COVER LETTER OUR WINNING TIPS GET OUT OF THE OFFICE! INTO THE BUILT ENVIRONMENT WANT A CHALLENGE? WHY GRADUATES LOVE TEACHING

ETHICAL CAREERS HOW TO FIND ONE

BRAND ME

速 YOUR ESSENTIAL GUIDE TO

GETTING A GRADUATE JOB

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Map out your future with M&G. We Promise: • To equip you with a wide range of skills and competencies • Responsibility early in your career • You will work alongside key individuals from day one • The opportunity to understand the business and make a • •

real difference A healthy work/life balance A highly competitive salary and benefits package

Who is M&G?

M&G Graduate Schemes.

M&G is the third largest fund manager in the UK and the investment arm of the Prudential with £144 billion under management. We are a City based company with a record of investment excellence stretching back over more than 70 years.

M&G recognise some graduates will want to grow their career in a specific discipline whilst others will appreciate a broader business view. Therefore, M&G have developed three different schemes. Which one is right for you?

Investment Trainee

Why M&G? A career with M&G can offer you a constant stream of fresh challenges, so you’ll always be stretching yourself and learning new skills. What’s more, you will be part of a culture that rewards high performance with financial incentives and increased opportunities. We’re flexible enough to accommodate the most ambitious of career aspirations, offering training that’s tailored to your personal needs with maximum exposure to a breadth of business areas. We go out of our way to attract, retain and develop a diverse pool of talent. By building the capability of employees from such a varied background and helping them to reach their full potential, M&G is better placed to generate new ideas and products thereby keeping us at the forefront of the industry.

Business Management

Information Technology

M&G marks the spot.

If you are: • A good communicator with strong interpersonal skills • Able to keep a cool head under pressure • Able to demonstrate sound judgement and to think laterally • Confident to make or stand by a decision • Able to influence others effectively • A self-starter • Keen to make a positive impact on our business • Able to demonstrate a strong team ethic • Enthusiastic for a career with M&G You will hold a 2:1 or have an expectation thereof. You will possess between a minimum 22-26 UCAS points (scheme dependent) or equivalent and grades A or B in GCSE level Maths and English.

This is the way forward. For application details, please refer to Doctorjob.com or to apply simply email your CV and covering letter to mandg@hodes.co.uk

Visit our website www.mandg.co.uk

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JANUARY | 2006

Contents On the cover

Cover Story 6

B rand Me®: Forget iPod or Nike, the biggest and best brand is you. Real World offers lessons from the masters in promotion on selling yourself to employers. Trust us: it’s not a gimmick! z

Upfront: 5

Editor’s letter

Emailz@realworld: Your letters: should I take a gap year; how to get good feedback; what can I do with a 2:2? 11 Career coach: I’ve been rejected from all my applications: what should I do? 10

Brainfood: 12

Networking works! It might sound intimidating but there’s nothing daunting in our guide to networking.

Real World offers you advice on using your contacts to find a job. 14 Mentoring: Could you change someone’s life? 15

I’ll do that job: Well, have you ever considered running a karaoke bar?

Class of 2006: As the end of university life draws closer, have any of our six finalists found a job? 17 Wild London: Gareth Walker profiles a graduate who 16

has made a career of her passion for education and conservation. 18 How to write a brilliant cover letter: Our essential tips on writing a letter that will get you noticed. z

RW Features 20

Ethical careers: Looking for a job where you give something back? Then look no further that this guide to finding a job with a conscience. Plus Anita Roddick, founder of the Body Shop, shares her tips getting a job

you’ll love. z Second degree: Considering a postgraduate course? Are they really worth it? Read our lowdown on finding the right course and obtaining funding. z

right futures: The UK’s most popular career: every B year increasing numbers of graduates decide to enter the teaching profession. Could it be for you? z 48 Built to last: Kate Hilpern discovers that graduate jobs in the construction and the built-environment offer 36

some really exciting opportunities for graduates from a range of degree backgrounds who want more than an office job. z

In the next issue:

yG oing for gap? How to have the best year out. y L ooking for a job in accounting and professional

services? We’ve got the jobs.

y Transport and logistics:Don’t miss the boat! WWW.REALWORLD.JOBS RW

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TO RUN THE INFRASTRUCTURE THAT RUNS GOVERNMENT? GRADUATES

It’s not. Because that’s what we do. We are the number one IT service provider in the UK outsourcing market. We have revenues of more than $20 billion around the world. We manage more than 50,000 servers and support more than 2.5 million desktops globally. We process more than one billion health claims. And we manage more than 2 billion transactions annually in 41 languages. We make technology work for our clients around the world, helping them to improve their business performance and drive their growth. Now you can too. We’re looking for graduates with an active interest in IT, to do a real job now or join our graduate programme in the coming months. www.grads.eds.co.uk

EDITOR’S LETTER

Photograph: Matthias Clamer, Getty Images Digital manipulation: Jennifer van Schoor

Editorial: 020 7735 2111 Editor Zoë Roberts Art Director Jennifer van Schoor DESIGNER Yang Ou

Job satisfaction

he majority of us want it but few of us have it. According to survey of employees across the UK last year, nearly a third of the UK’s workforce said that they were unhappy at work. That depressing statistic makes it all the more worthwhile spending time just considering what career will motivate you.

SALES: 020 7735 4900

That’s not always easy if you haven’t much experience but if you want to convince an employer that you’re right for the job, you’ll need to really believe that yourself. So how do you start to figure out what will get you out of bed in the morning? Well as careers tutor Caroline Haddon says in our cover feature, “few graduates spend any time

HEAD OF SALES Paul Wade

on self-analysis or thinking about what they would like to do.”

SALES Josh Marshall, Harmesh Sansoa

That’s why this month’s cover feature aims to help you think about yourself and what you want. Graduates are far less powerless over their job hunting than they think and the

Sub Editor Steve Smethurst

DISTRIBUTION: 020 7735 4900 DISTRIBUTION MANAGER James Lynch

ADMIN: 020 7735 4900 Managing Director Darius Norell

first step is to get some control over what you are presenting to the job market. You need to think Brand Me®. And be your own superbrand. If that’s not enough to get you going, we’ve tackled ethical careers in this issue too. Increasingly, graduates are unwilling to leave their personal values at the door of whichever organisation they join. There’s not a great deal of information out there on careers with a conscience, but what there is we’ve dug out for you. We’ve also spoken to one of the original ethical pioneers, Anita Roddick, founder of the Body Shop, about keeping your principles in the world of work.

Real World Magazine 22-26 Albert Embankment, London SE1 7TJ Tel: Advertising 020 7735 4900 Editorial 020 7735 2111 Fax: 020 7840 0443 www.realworld.jobs Real World is published in the UK by Cherry Publishing Ltd. All rights reserved. No part of this magazine may be reproduced or stored in a retrieval system without the written permission of the publishers. We cannot accept responsibility for unsolicited manuscripts and photographs or for material lost or damaged in the post.

It might be this need for job satisfaction that has led to teaching becoming one of the top careers choices for graduates in the past two years. Turn to page 36. We’ve also explored the world of the built environment, where graduates say job satisfaction levels are, um, through the roof (page 48). If, however, you are considering further education, turn to page 24, where we’ve reviewed the current funding options and spoken to grads who found that a postgrad qualification has enhanced their career. And don’t forget the usual advice and commentary in our Brainfood and Letters section. Zoë, Editor zoe@realworldmagazine.com

CONTRIBUTORS

REBECCA OMONIRA

AMRA SHAHID

Rebecca, 23, studied English and American literature and history at the University of Kent and then went on to do a MA in Shakespeare at Royal Holloway. When putting together our Brainfood section (page 14) for this issue, one of her tougher assignments included hitting the streets of London to talk to students about whether their student debts were likely to affect their career plans.

English Language & Literature graduate Amra, 22, investigated jobs with a conscience for our feature on ethical careers (page 20). No stranger to helping others, the University of Westminster grad has worked as a student ambassador, visiting schools, educational institutions and conferences to offer encouragement and motivation to pupils unaware of the possibilities higher education can offer.

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COVERSTORY

GETTING AHEAD AND AVOIDING REJECTION IN THE JOB MARKET IS ALL ABOUT KNOWING WHAT YOU’VE GOT TO SELL: YOURSELF. READ ON FOR THE REAL WORLD GUIDE TO CREATING YOUR PERSONAL BRAND

an you talk convincingly for 60 seconds about your skills and why an employer should hire you? If you can’t, you are not alone, says careers adviser Caroline Haddon. “Very few graduate job hunters spend enough time getting to

know themselves and what they have to sell in the job market,” she says.“But with so many graduates with similar qualifications, it's the difference between rejection and selection.” On Graduate Futures, a four-week career management course for graduates run by Staffordshire University, one of the first exercises that graduates undertake is developing a one-minute pitch to sell themselves to an employer. “We call it the verbal business card,” says Caroline, who is the course tutor. She finds that few graduates are able to talk at any length about what they are good at and what skills they have. “I think the worst we’ve ever had was someone who lasted 12 seconds,” she says. “Usually the pitch is quite vague and imprecise. While they usually manage to get across that they are a nice person, this isn’t what employers want to hear and isn’t relevant to the job hunt.” Other mistakes, Caroline says, include talking about skills or attributes that are unrelated to the job or the employer. This means that in a short meeting, at a careers fair or employer presentation, many graduates fail to make an impression. “To sell yourself effectively you need to know what they are looking for,” she emphasises, “this means research.” Welcome to the world of career branding… American career guru Tom Peters, author of The Brand You, says that selling yourself effectively is a question of defining who you are, what is unique about you, and why you should be sought out. Rather than a cynical exercise in trying to sell yourself it’s about uncovering what you want to do. “Regardless of age, position or the business we happen to be in, we all need to understand the importance of branding. We are the CEOs of our own company – Me, Inc.,” he says.“You don’t 'belong' to any company. You’re not defined by your job title and you’re not confined by your job description.” Your CV, application and your behaviour in the interview all need to reflect your brand, he says. Sounds a bit up in the air? It’s not, says Joaty Bajwa, 23. “Knowing what you have to offer and what you want to do before you launch yourself into the job market will help you avoid rejection,” she says. And she knows. After finishing a four-year BA in International Business at Manchester Metropolitan university in 2005, she hadn't found a job. ““I’d applied for loads of schemes and spent a lot of time job hunting in my

ONE POINT, “ AT I THOUGHT

I SHOULD JUST FIND THE FIRST JOB ON OFFER EVEN IF IT WAS ONE I DIDN'T WANT TO DO

”

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 Photograph by Matthias Clamer

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COVERSTORY

final year, but I although I was getting to interview and assessment-centres something was always wrong," she says. "By the time I graduated my confidence was low and I didn’t know what I wanted to do any more." What was wrong, Joaty realised later with the help of a careers service, was that she’d never spent any time breaking down what she was applying for and why. Once she’d understood this and spent some time really focusing on it, she almost immediately applied and was accepted to an 18-month graduate training position at Rentokil International. Now, with hindsight, she advises making use of your university career service, which can often help with personality tests and learning style questionnaires. Abi Senthilkumaran, 21, found that developing her pitch also provided the catalyst for deciding what she’d like to do. After graduating from Oxford University with a 2:1 in Philosophy, Politics and Economics without “a clue what to do” Abi says she started to panic. “At one point I thought I should do what a lot of people do which is just find the first job on offer, even if it’s one I don’t want to do.” After hearing about the Graduate Futures course through her careers service, she was forced to spend time really thinking about what she wanted to get out of work and had to offer. “Talking about myself in front of a group was scary but I found the more I did it, the better it got and the more confident I was,” she says.“I realised that I didn’t want to work for a big corporation. I wanted to spend a lot of my time thinking on a theoretical level." She’s now secured an internship with think-tank Policy Exchange.“I wouldn’t have got this position before,” she says. “Doing my research and knowing what I have to offer and how to present that has made a major difference to my confidence.” It’s not surprising that many graduates lack direction and confidence, says Caroline, university alone is rarely the best preparation for the world of work. “This is where the idea of considering yourself as a brand can be useful –but it must be truthful or you are not doing yourself, or anyone else any favours.” *For information on Graduate Futures, which is free to job-hunting gradutes in the UK , visit www. staffs.ac.uk n

FIVE STEPS FOR BUILDING AND STRENGTHENING YOUR CAREER BRAND Step 1. Define your brand You’re every bit as much a brand as Nike, Coke, Pepsi, or the Body Shop, says Tom Peters, author of The Brand You. To start thinking like a brand manager, ask yourself the following: What is it that my product or service does that makes it different? Take yourself through a few basic steps to identify your personal brand: this means thinking about what you’d like to do as well as what you have to offer employers. Look at recurring themes in your life so far in academia, your social life or at work, think about times that you’ve done well, have received positive feedback and when you were happiest and most fulfilled. Write these down and then try to hone it down to just 15-20 words. This is your pitch or your sales brand. Spend time on this part: it’s important. But if your answer wouldn’t light up the eyes of a prospective employer or if it doesn’t grab you, then you’ve got a problem, says Tom. It’s time to give some serious thought to what will get you out of bed in the morning.

Step 2. Support your brand Take a look at your CV. It shouldn’t just be a list of your accomplishments. Really spend some time thinking about what your achievements say about you. What are you trying to sell to the employer? You could just write that you spent two weeks doing work experience at a local marketing firm but what skills did you learn, and how do they support the image you're trying to project?

Step 3. Become visible Big brands have multi-million pound TV and print campaigns designed to get billions of “impressions” of their brand in front of the consuming public, says Tom. You’ve got the same need for visibility -- but no budget to buy it. So think careers fairs, employer meetings and informational interviews (see Real World online for more on how to conduct them).

Step 4. Enhance your profile Do something that connects with the outside world. Sign up for voluntary work as a way of introducing yourself to new people and learning new skills. Look for work experience or consider work shadowing, as it will put you in contact with a new range of people. Convince them that you are enthusiastic and willing and they may consider you if a job comes up.

Step 5. Word-of-mouth marketing "Your network of friends, colleagues and customers is the most important marketing vehicle you’ve got.What they say about you and your contributions is what the market will ultimately gauge as the value of your brand,” says Tom Peters. (See page 12 for the lowdown on networking).

BRANDING CHECKLIST: Just as with a product, says Louise Fletcher, US based careers adviser at blueskyresumes.com, your brand positioning must be: 1. Truthful: “Successful brands resonate with the consumer – trying to be something you are not just because it matters to your audience won’t work in the long term,” she says. Or in the short term for that matter. 2. Supportable: Check and double check that you can support everything that you have claimed. If you say that you are an “excellent communicator” then what have you got to prove that? Look at your CV – what in that backs up your claim. Have you held any roles where you’ve had to use exceptional communication skills. And what will you say asked to prove that you have these skills? 3. Focused: The temptation is to try to make yourself look like an allround star but while you may have many strengths and talents, don’t be tempted to focus on more than one or two, says Louise, or you will dilute your message. “When Apple launched the new iPod, there were many great features to highlight, but I was struck by the simple stripped down approach they took to the positioning of the product.” 4. Relevant to your target market. “Select those abilities and qualities that are relevant to the needs of your audience of potential employers,” she says. Getting to know your target market involves quite a bit of research but is vital if you are to sell yourself effectively. Plus, you really want to know that the job will suit you. Try to speak to someone who is already in that company or role. 5. Compelling and unique. “This is essential in order to make a connection with others,” says Louise. “Avoid clichés and don’t try to copy a resumé or words from someone else. Your presentation – both in writing and in person – should be your own.”

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LETTERS

Fed up, excited, want to request information, pass on a good job-hunting tip or just have a general whinge? Don’t hesitate to email us at Real World.

emailz@realworld.com Send any emails to zoe@realworldmagazine.com Please specify if you don’t want us to include your full identity.

Will they mind the gap? I want to take a gap year after I graduate, but am wondering whether I should apply to employers before my travels

Letter of the month

SHOULD I JUST GET MY COAT?

and defer, or simply apply when I get back? Katherine, Manchester

there for graduates who don’t get at least a 2:1? Should we just head down the supermarket for a job on the tills? Rachel, London

Ed: Most firms are open to gappers and a year-out, used wisely, is generally a plus

Ed: Unfortunately, many graduate recruiters use online applications and screen out

point on your CV. As for deferring your application, it depends on the individual

applicants with a 2:2 or below and there is no magic formula to bypass this. Not all employers want a 2:1, but if you only apply to companies who insist they do, then you might be setting yourself up for disappointment. You can always ask if they make exceptions, but you may have to look more widely and check out some smaller organisations. Do your homework and seek organisations with less rigid criteria. But if your heart is set on an industry that demands a 2:1, you will have to be creative. Gain relevant work experience. Talk to people in relevant companies and ask about other entry points. But be warned, it might mean going in on a lower rung, and working your way up.

“

IF YOUR HEART IS SET ON AN INDUSTRY THAT DEMANDS A 2:1, YOU MAY HAVE TO GO IN AT A LOWER RUNG AND WORK YOUR WAY UP

”

china in my hands first Loughborough Uni graduate andy hedges sent in a snap of himself reading the mag by the pyramids of giza. then, another intrepid graduate, claire shultz, sent in a pic from ghana. this month, Jin Wen Fu seems to have taken our cover line ‘get moving’ somewhat literally… ARE YOU PLANNING TO travel AFTER GRADUATION? Then LOOK OUT FOR OUR GAP YEAR FEATURE IN THE next ISSUE of Real world, available from February 27 at your University student union and career service.

company. Small- to medium-sized firms often look to take on graduates as and when they need to, so applying then deferring might not be a popular move with them. Many large graduate employers are perfectly happy to accept applications from students who wish to defer their employment start date until six months to a year after graduation. According to a survey of the 100 of the UK’s biggest graduate recruiters some 48 per cent now recruit throughout the year rather than to just one fixed deadline. Yet in some industries the number of graduate intakes varies from year to year, so they might find it hard to guarantee your place. These firms could be less open to deferrals. Ask for their viewpoint in advance by checking the website, or contacting the graduate recruitment department. Another option is to apply anyway. It may be that once you get to interview and assessment centre you are so keen to start working you defer your gap year! For more info on what options to explore for your gap year keep your eyes peeled for the next issue of the magazine.

Photograph: Jin Wen Fu | Illustration: Mo’Mint Studios

Dear Real World, Be honest now, with the intense competition for jobs out there, what chance is

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Photograph: Jin Wen Fu | Illustration: Mo’Mint Studios

UPFRONT

CareerCoach

Got a problem? Send it to us at Real World Dear Real World

Ethics in engineering?

I’ve applied to many graduate schemes and have been rejected from every single one, either at application or interview stage, even though I’ve got all the necessary qualifications and loads of work experience. I’m beginning to get very low about it. I can’t understand why – with my experience and enthusiasm – I haven’t been offered anything.

I am completing my mechanical engineering degree next year but, although I am interested in my studies, I’ve realised that I would prefer to work doing something more responsible towards the planet. Any suggestions?

Very few companies have given me any feedback. When I’ve had rejection letters, they state that they are unable to give any. Is there any point in calling them and asking them politely? Don’t I have a right to expect some feedback? I am also considering other options – I’m wondering whether these graduate schemes are really for me. However, on the other hand, I would really like some experience in the commercial world first as I think it gives you good grounding

Oliver, Bath

and training before you move into the non-profit sector. Freddie, Humberside

Ed: If you enjoy your studies, you can still find an ethically satisfying career in engineering. These days, even mainstream engineering

THE CAREER ADVISER’S VIEW

firms are forced to consider the environment – reducing toxic waste, unwanted exhaust

Dear Freddie,

emissions and greenhouse gases. Look at the database on www.ce500.co.uk and search for engineering companies that

place is typical for some companies. To progress to the second stage is already a great

have environmental or sustainable dimensions to their work.

looking for in a candidate? What would your first job be? What would you actually be doing?

Or think about Registered Engineers for Disaster Relief (www.redr.org.uk), who place engineers for three to six months in

Competition for graduate schemes is fierce. Somewhere between 50 to 100 applicants per achievement! But now is the time for real focus… Prepare: understand what the company does and how it makes money. What are they Why have you chosen this company? Why this function? What can you offer them? Leadership: do you encourage everyone to participate? Listen to all ideas and push for the best, even if it’s not yours? Do you step in and take responsibility when needed? Careers services: often have videos on hand, as well as handouts on ‘in–tray’ type

disaster zones. Engineers Against Poverty (www.engineersagainstpoverty.org) is another group interested in development issues. AGORES (A Global Overview of Renewable Energy Sources) lists the key

exercises. They may even do mock interviews.

players (www.agores.org). Also check Engineers Without Borders – an interna-

what went wrong; learn, and move on.

tional humanitarian engineering network (www.ewb-international.org). Professional bodies can be a useful resource for networking and information. Try the Society of Environmental Engineers, or the Chartered Institute of Water and Environment Management, which produces Environmental Careers (The Inside Guide). How about a public-sector organisation such as the Environment Agency? You might also consider environmentally focussed NGOs; or even check out the blue-chips to see if their Corporate Social Responsibility policies are all they claim to be. For more on ethical careers take a look at our features on page 18.

Top tip: remember: you are always ‘on show’ when you are with the company, but never get too relaxed. Preparation will help, but beware over-confidence. Feedback. If companies offer feedback, take it. However, few want to spend lots of time explaining why you didn’t match up. You are your best appraiser. Analyse what went well and John Richardson, careers consultant at the University of Manchester’s Careers & Employability Division

THE EXPERT’S VIEW Dear Freddie, The recruitment process is designed to identify the people who have the best fit with the organisation’s current needs and requirements. Just because a particular employer does not value your skills and capabilities enough to offer you a job, doesn’t mean you haven’t got anything to offer. The critical thing is to emphasise the areas of fit, and if you are able, start addressing the gaps by getting relevant experience/learning. The most important interview question you need to be able to answer is “Why do you want to work here”. What is your career focus and motivation? Are you actually interested in working for the company? You would be amazed at the number of graduates applying for jobs who are just going through the motions. You need to come across as someone who really wants the job, and have evidence to back that up. And there is a limit to the level of feedback employers will provide. It might be due to resource constraints or because too much detail might provide too many clues as to how to pass. But persistence can pay, so don’t give up. Darius Norell, founder of Real World

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BF BRAINFOOD

NEWS y VIEWS y ADVICE y STRATEGIES

Strengthinnumbers

or some of us it’s a terrifying concept, akin to grovelling, or worse still schm

oozing with a room full of terrifying strangers. Yet, unlikely as it sounds, using your contacts to land a job is very much the accepted norm for graduates. And as any careers expert will tell you: networking is how the job world works. What’s crucial is to network sensibly. This can mean a number of things: speaking to friends, family, lecturers for leads, chatting to employers at presentations or careers fairs, informational interviewing, even setting up your own networking blog on the net.

Photograph: Stock.XCHNG

Networking: it’s one of the most efficient job-hunting strategies – but also one of the most misunderstood. Real World uncovers how to use your contacts and not lose your dignity.

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Photograph: Stock.XCHNG

If you’re a social butterfly you may find it all very easy, but if you are more retiring, the concept might appear too daunting for comfort, even if you understand its val ue. If this is the case, remember that most people misunderstand networking: it’s not about asking for a job – it’s all about gath ering information.

TEN TOP TIPS

See it as gathering information, rather

than begging for a job. Speaking to people is particularly important if you are looking to get into an industry but lack the qualifications or experience.

Do your homework. Before you

Contact organisations, even if they

don’t have vacancies. Use the web to research companies for informa tional interviews. Alternatively, look at newspaper vacancies for jobs that may not be at your level. Even if the ad is for a senior position, the company might also be interested in graduates. You don’t know, but you can write in and find out.

Networking still works for blue-chips.

Large firms hire through very formal, assessed means. But if you have conducted informational interviews in related companies or, even better, spent time speaking to someone in the firm (preferably someone more senior than the

speak to anyone, or in advance of any function, do some research. Also, think carefully about the kind of ques tions you want to ask about your preferred

PR-friendly grads at careers fairs), employers will be impressed and more receptive to you. Don’t forget the person’s name.

company and industry. Remember the

Tell everyone you’re looking. This in

value of asking sensible questions. Never leave a function wishing you had intro duced yourself to someone.

cludes family, friends and people on your course. You might be shocked

Use your careers service. Many uni

by what turns up in your own backyard. Academic staff, especially in business, science and engineering departments,

versity careers services have a data base, largely composed of alumni

might also have excellent links with local industry and commerce, which could help

(think ‘contacts on tap’). Also watch out for company presentations and careers fairs, where you can speak to employees.

you develop your network.

less obvious resources such as stu dent societies, professional organi sations, even internet chat rooms and long-lost contacts. “People go around talking to their relatives asking for leads for

Use informational interviews. Write a letter to ask for 10 minutes with a member of staff in an industry or company you want to work in. If it’s not

Think about secondary contacts. Try

too formal, you can suggest that you pop into the nearest café and buy them their

jobs when research has already indicated that’s not where you should invest all your

favourite sandwich and a latte. It might be just to talk about what employers really look for: how to get in; what are the best and worst things about their job; and do they have any other leads you could chase?

energy,” says Richard Bolles the author of What Color is Your Parachute. “You have to be able to say ‘who are the people I barely know?’ ‘Who are the people I haven’t seen in five years?’ Those are the people I need to get in touch with.”

Don’t assume that you’re being a pest. Most people do feel uncomfortable about approaching oth

PIC

It’s about them. When you meet contacts, shift the focus on to them, rath

ers in this way. But as long as you are respectful of their position and time, most people adore talking about them selves. Again, showing that you’ve done

er than concentrating on your own needs. Ask about their careers, what they would do if they were in your position, or to refer you to further contacts, for example

good research will flatter people and en courage them to open up.

by asking, “Given my background, is there anyone else you suggest I speak to?”

ADVICE FROM THE EXPERT FIND ‘GUARANTEED JOY’!

For ten years Carole Stone was the producer of BBC Radio 4’s current affairs programme Any Questions? Now a freelance broadcaster and writer, Carole has published two books: Networking – the art of making friends (2000), and The Ultimate Guide to Successful Networking (2004). Here she gives her tips on successful networking. “Admirable though it is to do well in your exams (and I think it is), it is also vital to equip yourself with the ability to network, to make contact with other people. The fact is that while you must have the right qualifications it’s more likely than not that you’ll get the job you want through people you know. Learning to deal with the people you meet in life is every bit as important as academic success. For me, networking is about making the most of the people you meet, to your mutual advantage. And you should start now, it is never too early. It doesn’t matter whether you’re a shy person (I was very shy in my late teens and early twenties), once you take an interest in other people you forget how you feel and really start listening to what they have to say. You need to be known as someone who is reliable, and delivers on whatever you promise – even if it’s just providing a phone number. If you are generous with your own contacts then you’ll find people will be more likely to help you out when you need a name or personal advice – or think of you when they hear of a good job going. For example, try to remember that birthday, or that important meeting coming up for someone you know well, and give them a call or send a friendly message. Another way of keeping in touch is to hold a regular weekly or monthly get-together. It’s just a matter of letting it be known that you’ll be at a certain venue, on a certain day, at a certain time. It’s a good way of meeting someone a second time who you don’t perhaps know quite well enough to invite to a meal. Networking can be good for both your personal and professional progress. And I guarantee you’ll find that bringing people together, making friends, is truly one of the real joys of life.”

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BF BRAINFOOD BY REBECCAOMONIRA

CVBooster

Looking to do something rewarding that will also benefit your CV? Try becoming a mentor. National volunteering charity TimeBank, Volunteering England and the Mentoring and Befriending Foundation have jointly launched BeMe, a campaign to encourage more people to volunteer as mentors. Ele Stephenson, 21, (pictured) is a student at the University of Lincoln studying a BA (Hons) in Criminology. She’s been mentoring for the past two and a half years and is a trained volunteer mentor with

Lincoln Action Trust, helping

many

offenders on probation. “Mentoring has definitely influenced my choice of career and I will be applying to become a trainee proba-

previous years of drug abuse. “I helped them set goals and targets, which they achieved, such as getting a

to work with people on all levels.” Steve Leach at the Mentoring and Befriending

tion officer or probation service officer when I graduate next year,” she says. “I really love helping people and whether it works or not at least you know you’ve tried!”

part-time job, a provisional driving license, birth certificate and bank account,” explains Ele. “You do need to put the time in but you will most definitely get something in

Foundation says few students realise that they can be a mentor. “It’s highly rewarding, yet most people have never heard of it. We hope this campaign will change that.”

Her best experience of mentoring was helping a client get back on track after

return. Mentoring is a CV booster and proves to employers that you have the

For more details on how to get involved go to www.beme.org.uk

THE BEST WAY TO “ PREDICT YOUR FUTURE IS TO CREATE IT ”

TAKE CHARGE! When you’ve got to stride into the unknown, don’t just cross your fingers and hope for the best – make sure you’re well-prepared. To help you, training organisation The Mind Gym offers five ways for you to take charge and get in control of your life.

VOX POPS

Debt or?

Nearly two thirds of students say that they are concerned about debt. But how important is money to the next generation of job hunters? Real World asked three London’s students: Will graduate debt affect your career choice?

SAM PHILIPS, 21, FINAL YEAR, HISTORY, UCL

ability

Avoid blaming other people and circumstances. Taking responsibility is the first step to taking control.

Get started on something: creating momentum will move you onto other better things.

4 25

Focus on what you can do as opposed to what you can’t. Picking apart a problem may feel therapeutic but it does not put you in the driving seat.

MARTHA AKIBO, SECOND YEAR, APPLIED BUSINESS MANAGEMENT, IMPERIAL COLLEGE

Get creative. Look for alternative ways of solving the problem.

Rather than looking for a catch-all solution, break it down into smaller steps each of which will contribute to solving the problem.

KOW ESSUMAN, 20, SECOND YEAR, LAW, UNIVERSITY OF WESTMINSTER “My student debt will definitely affect

“Having student debt won’t affect my job hunt. I’m apprehensive about finding fulfilment in my career and I’d like to do

“Student debt may force future students to think twice about their university and course choices. But I was lucky: I chose my degree because of the interest I

my decision when it comes to jobs. Training for the legal profession is really expensive. Ideally, I want to find a company that will pay off all my

something creative. It’s not about the money. I’ve pushed my student loan to the back of my mind. I’m not working right now because I had a job in my second year and it affected my studies.

have in the subject rather than because of any financial reasons. That said, if I had to choose between a highly paid job I didn’t like and a low-paid one I did like I’d choose the highly paid one. I

debts with a ‘golden hello’. But I’m not under any illusions, I have no doubt that finding a job like that may be harder

Working part time while you are studying is really stressful.”

could pay off my loan quicker!”

than I think it will be!” Additional reporting by Amra Shahid

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barometer

I’LL DO THAT JOB

LuckyVoice

Photograph: Yang Ou; Jennifer van Schoor; Stock.XCHNG

the culmination of 18 months of planning and obsessive attention to detail. What’s your secret? There’s no such thing as a job for life anymore. As a student you live in an unreal world. Getting out there and learning what the world is about is invaluable. Your twenties are for exploration; it’s not taboo to wait till your thirties to settle down. Keep your dream alive and see what makes the world tick. I spent ten years doing that. What was the guidance like while you were at uni? I was gob-smacked by the careers service. There were massive shelves on accountancy, a big one on law and one on banking. There didn’t seem to be anything that suggested that there was a world outside these things. But you overcame this hurdle… There’s a lesson in everything, even if it’s horribly painful. I experienced some dark times in one of my jobs, but it turned out to be a vital chapter in my life and career. My top karaoke song is Against All Odds and yes, I’m good at it!

CHANGE THE WORLD FOR A FIVER

BARE NECESSITIES JEMMA WAYNE

Want to change the world and looking for inspiration? Visit www.wearewhatwedo. org the homepage of a new

Need to know how to be self employed, change a tyre or make an insurance claim? Bare

movement aimed at inspiring people to use their everyday actions to change the world. Real World has a limited number of Change the World

Necessities (Piatkus Books) by Jemma Wayne aims to provide the answers to all those essential life questions which often crop up when

for a Fiver, a book of 50 ideas to get you started.

you leave home. We have five copies to give away.

BO GIVOK AWA EY!

Email info@ realworldmagazine.com to request a copy. First come, first served!

Is that a tea urn or an intern? This could spell the end of tea-making practice as we know it… because companies will soon be able to become accredited as excellent work-experience providers. The National Council for Work Experience has set a new benchmark and UK employers who offer places to students in higher education will be assessed to see if they make the grade. Looking for le mot juste? We Brits aren’t exactly renowned for our language skills. While other European countries are aiming for skills in at least three languages we often struggle with one. Raising your voice might be something you resort to on holiday, but in the workplace it won’t suffice. A second language is definitely a CV booster and, according to online course advisers Learndirect, people who use languages at work boost their earnings by 8 per cent.

დ ዖ Զ ஒ

Confusion reigns Research by the National Centre for Social Research has thrown up mixed messages. Graduates are the LEAST likely people to believe in the expansion of unis in order to help meet the educational aspirations of workingclass young people. However, grads are MORE likely to think that people in need deserve help from the Welfare State…

LUKEWARM

How did you find yourself in this job? It was fairly convoluted. I left university with a degree in French and Russian and saw all my friends around me getting banking jobs. I remember thinking I really didn’t want to do that. I wanted to play the piano. So did you? Yes, my parents thought I was mad. I started playing in bars and clubs. Eventually, over the course of seven or eight years, I worked my way up to playing in West End musicals. Finally, in 2000, it got to the point where I had gone as far as I wanted to go as pianist. Was it a waste of time then? I don’t think you can regret following a more creative dream. Even if it doesn’t work out. The worst thing is waking up when you’re 60 and saying ‘I wish I’d tried that’. Anyway, employers are much more receptive now to people having varied backgrounds. So how did you make the leap from pianist to managing director of a karaoke bar? After stopping work as a pianist I set up a dotcom investment company and got involved in business consultancy, property development and software development. That basically taught me how not to run a business… In 2003, entrepreneur and founder of Lastminute.com Martha Lane Fox called me about a karaoke venture. Lucky Voice is

DIY volunteering: Want to volunteer but can’t find the right project? Volunteering England has created Do-it-Yourself kits designed to help you set up your own. Even better, the kits are free! For a pack (see picture above) email tigho. ayovuare@volunteeringengland.org

FREEZING

Oxford graduate Nick Thistleton is managing director of Lucky Voice Private Karaoke in Soho, London. Launched this year and boasting nine rooms with a choice of five thousand songs (there’s even dressing up gear for VIPs) the venture has been heralded as a sign that karaoke has finally gotten cool.

SCORCHIO!

REAL WORLD REVIEWS THIS MONTH’S TRENDS...

Sounds fishy… Meet KIPPERs. Not content with comparing a whole generation to a wooden missile, Boomerangers have been renamed as ‘Kids in Parents’ Pockets Eroding Retirement Savings’. It’s the result of a survey for Prudential that found 6.8m people over 18 still living with their parents and being supported by them.

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Classof2006

A job offer, some assessment centres and a change of plan... the latest from our six final-year students.

The Plan: Heather is looking for jobs with media production companies, but is also considering a career as a drama therapist. Story So Far: “I’ve been applying to a number of production companies looking for work experience as a runner but haven’t had any luck yet. This is as much to get a foot in the door as to get some idea of what kinds of jobs are on offer and what the industry is like,” says Heather. “I know it will be difficult to find paid work straight away so I really need to get some experience.” Meanwhile, she’s working hard on her final year project, holding a number of workshops at a local school to research how children percieve appearances - great experience for a budding drama therapist. What’s Next? Heather holds a US passport and is considering working there for a couple of months after graduation. But she’s found that the job market is very different and plans to research media internships.

NAME: Wing Yee Li DEGREE: English Literature UNI: University of Edinburgh

The Plan: Following a summer placement with charity Cancer Research Wing wants to find a job which will allow her to give something back to society. Possible options are teaching, social work or working for a charity. Story So Far: Following a chat with her careers service Wing has reconsidered entering social work straight after uni. “I think it’s something I’d be better at when I have some more life experience,” she says. “I’m starting to think that I should take advantage of my graduate status and apply for some of the graduate schemes which are on offer. The problem is that there are very few on offer in Scotland.” What’s Next? Despite preferring to remain in Scotland Wing has decided to apply for some London based charities, such as Cancer Research. Another option Wing has considered is taking a year to do some youth work - an area which she’s already involved in.

NAME: Lawrence Freeman DEGREE: BA Politics & Sociology UNI: University of Exeter The Plan: Lawrence has decided to apply for internships after uni rather than going straight into a full time job. He’s particularly interested in an internship abroad. Story So Far: “I’ve put alot of work into my CV and cover letters as I’m planning on sending off a few applications soon,” says Lawrence. “I’d like to apply for some of the European Union institutions.” What’s Next? Because he has dyslexia Lawrence is able to apply for a summer internship with the civil service through charity Employment Opportunities. He is also about to start the Student Associates Scheme, which is a government sponsored programme which introduces higher eduction students to teaching. “I’ll do two paid placements in primary and secondary schools, which should be great.”

NAME: Paul Raven DEGREE: Bsc Managerial/Administrative Studies UNI: Aston University The Plan: After a sandwich year at LogicaCMG Paul felt store management or operations would be his career of choice. Story So Far: After a number of interviews with big retail organsiations including Tesco and Aldi Paul is reconsidering whether working as a store manager will suit his lifestyle aspirations. “I’m changing my focus from retail management to more general management programmes,” says Paul. “I’m keen to ensure that I get a fairly good worklife balance and I’ve found that working as a store manager will mean working many evenings and weekends. What’s Next: Paul’s applied to energy company E.ON and will be taking their online tests having got through the initial application stage. He’s also planning to apply to the gradutate scheme at Centrica. He’s also heard about some vacancies through friends and family and intends to make some speculative applications.

NAME: Emma Barker DEGREE: BA Philosophy UNI: University of York

The Plan: Emma’s keen to get into consultancy or onto a graduate scheme. Story So Far: Emma has thrown herself into her job hunt. After attending numerous presentations by both employers and the careers service she’s decided that she’d like to work in tax. “I decided that I wasn’t quite so keen on all the travel which is involved in many of the management consulting firms,” she says. “I spoke to another philosophy graduate who works in tax and was surprised how creative the job can be. You have to apply what you’ve learnt to real life situations and constantly be thinking up solutions.” What’s Next? All that brushing up on her numeracy and interviewing skills has paid off and Emma now has two assessment centre days with KPMG and PricewaterhouseCoopers. “I’m pretty nervous about them but I think that I’ve prepared as much as is possible,” she says.

NAME: Alick Varma DEGREE: Bsc Maths & Economics UNI: University of Warwick

The Plan: Having completed an internship at Accenture and run his own business Alick was split between striking out on his own or applying for jobs in management consultancy Story So Far: Alick has accepted a job offer from Accenture to work in their strategy department. “I felt I was a bit rusty in the interview but it went well,” he says. “Accenture does IT consultancy but this department focuses on advising on business strategy, which will be really interesting and challenging.” What’s Next? “It’s so good to have got the job hunt out of the way,” he says. “Now I can focus on my degree which is lucky because the next few months look really intense.” Because he won’t start work until the end of August he hopes to run Interns Experience, which was his networking business for London based interns, over the summer. “Hopefully it will be even bigger this year, we’ve got lots of new ideas and opportunities.”

Photographs: Ed Miller

NAME: Heather McLarty DEGREE: BA Media Performance UNI: University of Luton

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Photographs: Ed Miller

BRAINFOOD

GoingWild

Lucy Harrigan (below) has a career combining her passion for education and the environment. But it’s not an easy job she tells Gareth Walker. “I couldn’t stand a nine-to-five job, and I really wouldn’t like a job I couldn’t get stuck into and care about,” says 26 year old Lucy Harrigan, who works as an environmental education officer at North London charity, the London Wildlife Trust. The trust was founded over 20 years ago to remind people that, even in the urban centres nature can flourish. “The Wildlife Trust is there to protect nature, but my job is to get people out there using it,” Lucy explains. “We start with the children, they’re the most influential.” It’s work that’s particularly vital in an urban area. “In a city area like this the children often don’t get out that much, ”Lucy observes. “Many of the kids round here are even scared to walk on grass because they think it’s dirty.”Much of her time is taken-up organising and running activities for local children. She begins every Monday by taking a parenttoddler group out around the reservoir. During the week, local primary schools bring groups of children for lessons on natural habitats. Most evenings Lucy is also out running afterschool clubs, and on the weekends she’s back at the reservoir organising nature watches. When she’s not working with children Lucy’s also responsible for the day-today management of her project. That can mean working outside and maintaining other local natural resources. But with little administrative support available, it entails even more time liasing with schools and other local bodies, promoting the project. “There’s no-one else, no matter how much you might need them or how useful it would be, because there’s no money to pay for anyone,” she explains. As a result, Lucy not only has to make a limited budget stretch as far as

possible, but also research and apply for new sources of money if the project’s future is to be assured. “I’m constantly writing funding bids, and doing all the monitoring that comes along with the current funding we’ve got,” she explains. “It’s constantly a juggling act to keep everything together.” The long hours and the variety of work she has to handle singlehanded make Lucy’s job a demanding one, emotionally as well as physically. “You’re so invested in the work that you can’t really switch off,” she observes. “I do feel personally upset if something bad happens at work, or if a funder rings-up and can’t donate.” But the independence and responsibility of her job are also the things she enjoys most: “I really like the fact that you’re on your own.” Growing up in Essex, the environment and education were long-standing interests for Lucy. She studied a BSc in Environmental Science at the University of East Anglia, and graduated with a 2:1 in 2001. She then spent two years teaching English abroad. It was while planning to return to England that Lucy found the Wildlife Trust’s advert for environmental educators. But she didn’t get a job at her first attempt. “I didn’t have enough managerial expertise, but the education manager said they liked my interview and that I should try again.” Lucy did a short-term contract at another environment organisation to gain experience. Then, when the person who set-up the project left, she was called in to take-over. “I sometimes think I was very lucky to fall into this job like I did,” she says, “But I was trying very hard at the same time, going to interviews and getting experience – I think you have to make your own luck.” For more info see: www.wildlondon.org.uk

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BRAINFOOD

HOW TO WRITE A BRILLIANT COVER LETTER

OUR CAN’T FAIL TIPS! The CV and cover letter routine is essential for many applications – particularly for work experience. Employers might receive several hundred CVs for one position. Your covering letter is the first information they read about you, and is therefore crucially important. “If the letter is rubbish and you’re applying for a competitive job, then the recruiter may not even read your CV,” argues Colette Cooke, careers consultant at the University of Manchester. “Students tend to put all their effort into the CV and often rush the letter, writing something like ‘Please find enclosed my CV – I’m available for interview.’ “This completely underestimates the impact of the cover letter, so we always encourage students to think ‘How am I going to set myself apart from the competition?’”

Colette advises: Your letter should be one side of A4 (three or four paragraphs) and it should be quite concise. “Don’t include info that is not in the CV. It’s a flyer – the preview to the main event, which is your CV. Keep it short; keep it professional and “if you want to use some bullet-points, then that’s also fine.”

address the letter to a specific name. If you put “ ‘Dear sir/madam,’ nobody will take ownership. ” Make it personal: “If you put Dear Sir/Madam, nobody at the company will take

you, but why you’re interested in that organisation. So spend a bit of time (perhaps on their

And, finally, make sure you take the letter to show a careers advisor. At most

ownership. Make a phone call so you can actually address

website or looking at the trade press) to find out how

universities they’ll have drop-in sessions where you

the letter to a specific name. It shows some initiative.” “The key thing is not just to say what the job has to offer

they’re different.” “Be positive, but don’t be sycophantic. Don’t over-flatter the employer or be crawly.

can turn up on the day and hopefully get some really good feedback on what you’ve written.”

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real world volunteer ad

1/3/06

1:37 PM

Page 1

™

Volunteering Adventures

WORLDWIDE

If you're looking for a challenging and rewarding work abroad experience, BUNAC's Volunteer Programmes offer you a unique opportunity to make a real difference to a local community. Placements include environmental and conservation work, education and social welfare projects. Stay for two months or up to a full year. Opportunities currently available are:

Volunteer Ghana • Volunteer South Africa • Volunteer Peru Volunteer Costa Rica • Volunteer Cambodia

020 7251 3472 www.bunac.org Contact: Richard White, BUNAC, 16 Bowling Green Lane, London EC1R 0QH. E-mail: volunteer@bunac.org.uk

Reward yourself. The British Council takes an active interest in the welfare and careers of its teachers and there are many other rewards for teaching English abroad. Discovering and engaging with other cultures makes all our teachers richer people. If you would like more information about a rewarding career teaching English as a Foreign Language, please e-mail us on teacher.vacancies@britishcouncil.org telephone 020 7389 4931 or visit our website at http://trs.britishcouncil.org

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FEATURE | ETHICAL CAREERS

Can you change the world??? Amra Shahid discovers there’s more to ethical careers than a job in the charity sector

want “ itof you change

e spend the majority of precious lives at work, some 70,000 hours compared with 63,000 spent on leisure

harities and voluntary groups. c “You can be socially responsible

time. So it’s no surprise that many students say they fear nding themselves in a job that they do not enjoy or believe in, fi where they are expected to leave their personal values, ethics and beliefs at the door in exchange for corporate values. According to a recent survey carried out by Ernst and Young,

in whatever job you do, you should use your own ideas, morals and beliefs and put them into action, rather than leaving them at home,” he argues.

lmost 90 per cent of graduates will consider a company’s a ethical record before deciding to take up a job with them. The

Peter believes that after a hard day’s work, “if you feel like you’ve

survey found that increasing numbers of graduates are prioritising their personal values and beliefs over traditional motivations, (such as money and status) when job hunting. “An ethical career is one which allows you to incorporate your own values and principles in the work that you do,” says Giles Gibbons from corporate social responsibility (CSR) consultancy Good Business. And this doesn’t mean sacrificing potential

done something else apart from making money, that’s when you know you’re in a successful ethical career.” If you would rather work in the corporate sector, then you should consider working for a company with a good level of CSR, advises Giles at Good Business. Increasingly, a range of big employers, from AstraZeneca to Unilever, are including CSR and sustainability statements in their recruitment literature.

‘earning power’ or limiting your career options, he says. Traditionally, having a career with a conscience has always been associated with working in the non-profit employment sector and taking on charity and voluntary work. But there are many jobs that have an ‘ethical dimension’ to them. If you want

Giles suggests that to avoid “green wash”, where a company pays lip service to ethics through convincing literature and PR, graduate job hunters should make sure that they check up on the companies they want to work for. Many businesses now measure their performance through the Business in the Community

to change the world, then you can also do it through business, says Giles. Peter Paduh, 28, graduated from the University of Westminster with a degree in computer science. He is now an award-winning entrepreneur, whose business, Maxitech, provides recycling

Corporate Responsibility Index, which assesses how seriously the organisation takes CSR. It’s a useful tool for graduate job hunters looking for employers that are ethically aware (www.bitc.org.uk). For example, PricewaterhouseCoopers leapt from 65th to joint fifth in the 2005 index. Matthew Sugden, corporate responsibility

s ervices for firms that have ‘redundant’ computers taking unwanted computers and bringing them back into use for

leader at PwC says that its approach is unusual in that it is not just limited to its impact on the environment or the local community.

the world you can do it through business

”

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FEATURE | ETHICAL CAREERS

The ultimate ethical career Anita Roddick, 63, founded the Body Shop in 1976. It was a small enterprise in Brighton selling natural skin and haircare products. it has since grown to 2,010 stores across the world, with a reputation based on ethical trade issues. roddick has always criticised business for its emphasis on wealth over job creation. now, as a non-executive director, she spends her time campaigning on issues she feels strongly about. she talks to zoë roberts about finding an ethical career.

Joel Anderson

Every one of us is looking for a way to feel alive, whether it is working with people we love, doing something we love or going beyond ourselves and helping others. Freedom is so important. Look for a livelihood that will allow you to take what skills you have and create an honourable life for yourself, with enough money to survive on, to save a little and travel a little. The trouble with much of the education

“Corporate responsibility can provide us with a different lens through which to look at the business, highlighting potential risks and

system today is that it has turned into a

new areas in which to develop services. It’s

conveyor belt. Information is being shoved in, to be retained and blurted out at the end.

also important because we need to be recognised by our clients and the public as an

There is no time to learn life skills, to develop individuality or learn to stand up and challenge the system. The chance to learn about debate

ethical business – our brand and reputation depend on it,” he says. Those graduates keen to find work with a

and rhetoric seems to have been lost. When I grew up there was less of an

non-governmental organisation (NGOs are non-profit or voluntary organisations) or the

obsession with shaping our identity through consumer goods. We weren’t so focused on defining ourselves by what we bought and

charity sector, meanwhile, should be aware that it can be very competitive. It’s worth finding voluntary work or internships to boost

what we have. Everyone wanted one thing, which was to travel. Travel was everything to me. I found such empathy with human beings. The people that I met and the situations I encountered gave

your employability. Some NGOs also advise working in the corporate sector first as many organisations prefer to hire recruits who have already gained relevant skills and experience from big business.

me a sense of moral purpose. I’d say to students today: get out and have

Don’t forget too, that many university career services are now offering ethical careers

experiences. Experiences will change your values. Travel, but travel with a purpose, spend time with a community or find work. Self esteem comes from early childhood. When you are an outsider you have an incredible sense of what sets you apart. Plus, my mother was strong and fearless and that rubbed off on me. I read so much when I was younger. John Steinbeck shaped my thinking and I read anything that James Dean read. Joan of Arc was my heroine of non-

advice and holding ethical careers fairs, which can provide useful information. n For more information on ethical careers and opportunities to work in the non-profit sector visit www.peopleandplanet.org. Students can find job bulletins, case studies and links to a

conformity and my favourite book was an amazing publication called A Family of Men by photographer Edward Steichen. Running that first shop taught me business is not financial science, it’s about trading: buying and selling. It’s about creating a product or service so good that people will pay for it.

range of useful resources and magazine

The biggest most exciting action is taking place in the protest movement. It’s about challenging everything that you are taught in schools and being part of a movement which has a moral purpose. If you think you are too small to have an impact, try going to bed with a mosquito. That’s one of my favourite quotes. I wake up every morning thinking. . .

about ethical careers, such as what

this is my last day. There’s no time for mediocrity. This is no damned dress rehearsal. www.anitaroddick.com

Email info@realworldmagazine.com

articles on the site. Just work: The Ethical Careers Guide (see www.ethicalcareersguide.co.uk), by Gideon Burrows, is also a useful source of information positions are available, features – such as the marriage of business and ethics – and plenty of career profiles. Real World has a limited number of copies to give away.

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For an inside view of life at Shell, just come on board.

INTERNSHIPS AT SHELL

Shell internships are a win-win opportunity: you develop your skills and discover what we offer as an employer, while we get the chance to see if you’ve got what it takes to be part of Shell. Provided you’re in your final two years of study, you could join us for eight weeks or more – in your home country or perhaps overseas. You’ll experience live projects, face real business challenges and get valuable feedback from managers.

As you’ll be assessed entirely on how well you perform during your internship, you could even secure an offer to join us full-time when you graduate – without the need for a further interview. Please visit our website for full details and an online application form. Shell is an Equal Opportunity Employer www.shell.com/careers

Pursue it

A more exciting career experience

d n o c e S e Th Degree ller

y Photographs by Ed Mi

s t after the degree ha ration of employmen ’ll them to a certain du you ed cifi spe time you leave before the been completed. If s, so consider how fee the of nt ou am certain have to pay back a y for the long term. itting to the compan you feel about comm its first PhD student. s recently sponsored Global Marine System vises: “If students ad rt r Phil Ha Engineering directo kle a problem tac uld rch co think that their resea then it’s dogging an industry, which is repeatedly ers and time to write a few lett worth taking a bit of know ry anisation in that indust let people at an org what you are doing. up money, but if you “They may not stump harm to stuff then it does no produce interesting nsored spo for or the potential ployment prospects em r you a year es tim if of lf le yourse line. An email a coup estions you should ask arch further down the ese r top – here are three key qu the at n tly, rso Firs pe gree. e you contact the a postgraduate de enough. But make sur and is rch you are tempted by ea res ‘Is , up dly ing on Sec person who is head in my future career?’ eck the name of the ch ‘How will it help me e, nc erie rk exp organisation.” rnative (such as wo gh development at the there a suitable alte tes to funding throu last but by no d An g). rnin lea ce able to find other rou tan dis be or ht dy mig stu You ter ime gis rt-t pa rd it?’ ary for The Grants Re question: ‘Can I affo ies. Head to your libr big arit the ch is d st an . lea sts s ide tru an rldw me aduate Funding Wo undergraduate lete Guide to Postgr just completed an mp ve Co ha o The e wh 5 vic 200 nts Ser de ss. For stu nts Advisory an expensive busine is the Education Gra te study can seem Also worth checking nt de degree, postgradua Stu form under their trust a t the ou m fill fro n lp nline.org/fwa. You ca subsidies, and no he t s-o en ga nm w.e ver ww go ited tailing which t’s With lim d you a free report de rds of £3,000. And tha rch and they will sen ion fees costs upwa sea tuit d y, an fun mp Co ns Loa ply for. you are eligible to ap independent bodies s tion before living costs. op are re the , rch to do some resea But for students willing go into post d a grant! r cent of all students pe 17 Tuition fees paid – an available. After all, which the governd a sizeaAn e. gre de first ir e on a profession in ediately after the ally, you could decid Equ teachers, nurses graduate study imm y. ntly ir parents’ mone urage entrants. Curre aren’t doing it on the nt is looking to enco me te support and for n ua ble portion of these ssio rad pa all entitled to postg gree (or a 2:1 and a are rs de r rke you wo for ial 1st soc a d t reer an If you’ve go Research hing is a fantastic ca consider applying for r opportunities. “Teac uld ree co ca od you go n f r the O o offe t) your subjec says Paul Howells, CE rch Councils, stgraduate funding” are eight UK Resea po re for The se ip. oo rsh ch nts to nso de r Council spo . “Currently, stu fund a limited numbe website Eteach.com ch with the means to teacher recruitment so (www.rcuk.ac.uk) ea as, nment and receive are ver t go jec the sub y jointly cover all the tuition fees paid for by ir The r. the all yea ve ry ha eve nts reer at the of stude vant to the posting and well-paid ca d you get a reward which one is most rele t An ou nt. find gra a to ,000.” ed £21 ne rt at you’ll cies we advertise sta want to take. it. Most of the vacan you of e d urs en ing of a co eth ate du som gra ver, is most students, howe What happens with out find or ns, loa time, take out bank ? e. Many work part st tur mo mix The e. urs ic co em Funding and a salary ther the acad n peculiar to their Councils exist to fur t a small grant or loa ou the ab by rch ea nts res Broadly, the Research t, de fac looking for stu to study part time. In the country, so they’re n common solution is accomplishments of ) shows that more tha t a form exSA ou (HE fill cy to en ed Ag ne ics ’ll tist You . Sta tial tion ten ca po Edu this r e he Hig t who demonstrat tion. raduate level, and ge raduates take this op nt to go onto postg , 50 per cent of postg g din plaining why you wa fun to plan in advance this is to secure funding nce. The downside to y ere wa ref st a be you re te The wri The your tutor to and think laterally. demand. options as you can, ply and there’s high investigate as many s lion is that it’s in short sup mil are specific to certain r ich ove n wh tur private companies of schemes and grants ds ny dre ma , hun on are aris studying mp By co of this to training phics. And students a generous portion courses or demogra ate s, dic sitie de ver d uni an maths r, as yea ch ever y with a big corpostgraduate level (su have a part-time job t are unpopular at po you tha If es nt. urs me co op m. vel de the d and open to se. They might just fun even more schemes worth stating your ca and science) will find rate, it may well be rly makes it far more ea e. s tim e tion op sam r the tely, investigating you tion and pay you at ma ca Ulti alifi qu tire e. And you en a r er you to put togeth ans to fund your cours te, you’ll usually have t you’ll discover the me tha ly like l be amply wil r If you choose this rou w you no n), explaining how atever you spend lines of a business pla keep in mind that wh uld sho ies proposal (along the an any. Some comp ure employability. will benefit the comp rewarded by your fut further qualification ntract tying co a n sig y the t the proviso tha fund employees on

re big business a es re eg d te ua d ra Postg re they worth a t bu s tie si er iv un for UK explores how to it? Catherine Quinn u. make them pay for yo

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FEATURE | POSTGRADUATE | CASE STUDIES

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The Dublin Institute of Technology, Ireland offers a variety of exciting and diverse postgraduate opportunities which include: â&#x20AC;¢ Taught Postgraduate Conversion Courses â&#x20AC;¢ Taught Postgraduate Continuation Courses â&#x20AC;¢ A broad array of Competitively Funded Postgraduate Research Programmes Postgraduate opportunities are available across the Instituteâ&#x20AC;&#x2122;s six faculties: â&#x20AC;¢ Applied Arts

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FEATURE | POSTGRADUATE | CASE STUDIES

rk Later o W t, s ir F y a P Name: Scarlett Xi Age: 25 First degree: BSc in International Econom y& Trade at Jiangsu Pol ytechnic University, China Postgraduate degree : MSc Marketing and Finance Merit, MSc Financial Analysis and Fund Management at the University of Exeter Current employer: Ban k of China, London Job Title: Loan analyst , corporate banking department Studying finance at Masters level was a decision Scarlett made before she had even taken her undergraduate deg ree. “My parents wo rk in finance. So I think I have a natural feeling for figures.” says Scarlet t, whose first degree was at the Jiangsu Polyte chnic University in Ch ina. Having obtained a distinction at underg raduate level, she looked to the UK for further stu dy. As an international student, Scarlett fac ed a challenging situatio n when it came to tak ing a postgraduate qua lification. Not only wa s she expected to pay full fees and living costs during her additional years at university, she wa s also ineligible for many of the support options available to UK studen ts. What’s more, in her native country of Ch ina, getting a bank loan was not an option. “It is impossible to get loa ns from banks in Ch ina,” explains Scarlett, wh o has nevertheless not found this a disadvantage . In fact, she mainta ins that her eventual decision to take a loan from her parents benefited both her per sonal development, and even her subsequen t career. “It forced me to organise my money efficiently, because the less I spent, the less I repaid ,” she says. “I viewe d it as something that would help me when it cam e to managing the wealth of clients.” With a pressing pos tgraduate workload, Scarlett found it impractical to take a part-time job during term time. But workin g during the holiday periods enabled her to lessen the financial burden she would eventually hav e to repay. And as a current employee of the Ban k of China, she is now in the perfect position to ma nage her finances.

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FEATURE | POSTGRADUATE | CASE STUDIES

The Industry-Funded PhD

Name: Craig Knight Age: 27 First Degree: Agricu ltural Engineering at Salford University Postgraduate: Threeyear sponsored PhD at Cranfield Uni versity at SILSOE in Bedfordshir e Following graduation , Craig had never imagined that he wo uld end up doing a PhD. After finishing his cou rse in Agricultural Engineering at Salford University in 2001, he wasn’t sure whether to go into industry or do a Masters. He opted to do a new postgraduate degree which was an Msc in sports-surface techno logy at Cranfield University, but by the end of the first term had realised that it was not the course for him . After speaking to the university, he discovered that the re was the possibility of undertaking some res earch that a marine technology and eng ineering company, Global Marine, would sponsor. “The company needed som eone to looking into new approaches in the application of jet engineering as an und erseas tool used to

he ich cables are laid,” dig the furrow in wh the h bot , this d oye explains. “I really enj tionship with Global research and the rela rk and I had to stay wo Marine. It was hard d, but by the end of line cip dis and d focuse in my Masters, I’d ded han the year when I was bug. Global Marine caught the research earch into the res her furt do to keen for me choice to transfer the area and I made the .” rs and do a full PHD ste Ma the credit from helped rine Ma bal Glo The sponsorship from lot . “It also provided a Craig fund his course value in a s wa re the felt I of motivation as that the research what I was doing and ry,” he says. ust ind the would benefit se of sense of “It really instilled a sen ountability.” responsibility and acc t sure if he’d have isn’ Despite this, Craig an undergraduate from ly ate edi imm gone nsored PhD. “At spo ry ust course into an ind l an MSc you get a fee least if you start with earch,” he res for out cut are of whether you research where you says. “Three years of requirements of the the h bot et have to me ic demands is dem sponsors and the aca quite a burden.”

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Postgraduate Options Opportunities for Postgraduate Study in Science, Engineering, Medicine and Business Imperial College London is a world-leading science-based university whose reputation for excellence in teaching and research attracts students and staff of the highest international quality. Imperial is spread over several different campuses, and organised on a faculty structure which promotes interdisciplinary study and research. We offer an extensive programme of taught courses - leading to Masters (MSc) and Research Masters (MRes), Masters of Business Administration (MBA) and Masters of Public Health (MPH) qualifications, as well as Postgraduate Diplomas - and there are wide ranging opportunities for MPhil/PhD research studies, including four-year (1+3) programmes in which students gain a Masters qualification at the end of the first year, and then go on to study for a PhD. To find out more about our postgraduate taught courses and research opportunities, together with information on how to apply, follow the links on the College website at www.imperial.ac.uk/P5363.htm Application forms and guidance notes can be downloaded from the website. You can also order a hard copy of the application pack via the website or by contacting the Admissions Office, Registry, Imperial College London, Sherfield Building, South Kensington campus, London SW7 2AZ. Tel: 020 7594 8014; fax: 020 7594 8004; email: admissions@imperial.ac.uk Valuing diversity and committed to equality of opportunity

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FEATURE | POSTGRADUATE | CASE STUDIES

Work First & save up

rd (below) Name: Guy Sheppa Age: 27 ns) English and First Degree: BA (Ho Exeter University, 2:2 re, ratu Lite val Medie , : MA (Hons) Marketing ree Deg Postgraduate ool Sch ss Busine Kingston University isNexis Butterworths Current employer: Lex lyst Job Title: Strategic Ana

in the , Guy found himself h a degree in English he n, atio Having graduated wit lific qua ational students. With no voc position of many arts eer options, and car his on us foc n a directional found it difficult to gai his options. “Graduate ncies tended to limit age nt me ruit es rec nd fou pushing me into sal in ted res were only inte ls’ skil le recruitment agencies rab nsfe ‘tra my panies, which suited and recruitment com g,” says Guy. kin is n atio nic mu . But where com s financially attractive recruitment role wa hly hig s In the short term, a wa he t the fac ething lacking. Despite crisis in Guy soon found som -life mid a off ad “he d, he decided to ions. employable in his fiel ps to change his opt e some proactive ste tak and g” kin ma the placed to ally ide self him nd ing, Guy fou skills With a job in recruit the qualifications and job options, but also tle set to investigate not only him d This allowe yers were looking for. t reflect the which certain emplo bes to MA of ice and tailor his cho on a role in marketing h. ers he had spoken wit ruit rec the of ds nee ting positions interviewing for marke ile wh t me had I “The people ate about what sion ly pas y all seemed uniform interested me and the lains Guy. s they preached,” exp t step, requiring seriou course was the nex Deciding to take the ting course, Guy rke ma a in 0 ,00 £12 g invested save commitment. Havin in with his parents to ision to move back still ile took the difficult dec wh ld as he cou aside as much money money. He also put ises other , without debts, he adv ted dua gra now g larly if they working. Havin ticu par – ance nces carefully in adv students to plan fina . life active social intend to continue an

The Research Counc il Funded Degree Name: Kevin Jaggs (above) Age: 26 First Degree: Geology BSc (Hons), 2:1, Roy al Holloway Postgraduate: Petrole um Geophysics MSc, Imperial College Current Employer: Bur ren Energy Job title: Geophysic ist As a student fortuna te enough to get Res earch Council fundin Jaggs had fewer fina g, Kevin ncial concerns that most postgraduates with a full grant of aro . But even und £6,500, and his tuition fees covered, organisation was still financial important. “Living in central London con significant chunk of sumes a your finances so I had to be a little more car with accommodation eful in particular,” says Kev in, who worked in a research group at Roy al Holloway, University of London after completing his geo logy degree. “In add ition to the Research funding I also took out Council a small graduate loa n, extended my ove and worked through rdraft holidays whenever possible.” After graduation, his research work and sub sequent contact wit PhD students made h it increasingly obviou s that an MSc would improve his chance greatly s of employment. Kev in’s original plan wa an MSc after one or s to take two years of work to weigh up his option raise more money thro s and to ugh savings. Luckily , his course director aware of a last-minu became te funded place wh ich became availab a student dropped out le when of the MSc Kevin wa s interested in taking A speedy application . and recommendation by his tutor earned the place a week bef him ore the course com menced. Kevin has now com pleted his studies and currently supervises seismic surveys for a small oil company. He has no doubt tha extra qualification has t the benefited his career exponentially. “Perha the biggest break tha ps t my qualification has given me is securing in Oman, for which a job an MSc qualificatio n wa s compulsory’” says I picked up valuable Kevin. experience, and as an extra bonus manag travel all across the ed to Middle East, Asia and Africa. It was the bes decision I ever made, t no question!”

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MASTER’S IN MANAGEMENT

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Durham’s Masters will help your career reach new heights The period following graduation from an undergraduate degree is one of the most crucial in your life – decisions taken at this point will alter your career path and irrevocably change your life. Whatever your first degree, from anthropology to zoology, a Durham Business School Masters degree can help you gain a competitive edge in an over-crowded job market. Durham Business School offers the following masters programmes, aimed at recent graduates looking to move into business, economics, finance and management. You’ll also obtain a qualification from one of the UK’s leading academic universities and top ranked business schools.

MA Programmes

� MA Management (full-time and distance learning) � MA Financial Management � MA Human Resource Management � MA Marketing � MA Enterprise Management Durham Business School’s Masters programmes offer you an exciting opportunity to study in one of the most beautiful cities in Europe and be taught and guided by staff with up-to-date theoretical and practical knowledge of key areas of business and management. "I found the MA Management to be a highly informative and engaging course that opened my eyes to the world of business. It provided ample opportunity to further my key skills and provided an excellent platform when applying for graduate recruitment schemes. The staff at the Business School were both well-versed in their fields and thoroughly approachable, which made for highly enjoyable tutorials and seminars, and I would thoroughly recommend a Durham Masters." Andrés Sanchez - MA Management For further information on MA Programmes contact: Tel: + 44 (0) 191 334 5539 Email: ma.admin@durham.ac.uk or visit www.durham.ac.uk/dbs

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MSc Programmes

� MSc Corporate and International Finance � MSc Finance � MSc Finance and Investment � MSc Economics and Finance � MSc International Banking and Finance � MSc International Money, Finance and Investment Teaching in the Department of Economics and Finance was rated as excellent with the award of 24/24 in the 2001QAA Subject Review. Research in the Department has been recognised as of international excellence with the award of 5A in the HEFCE Research Assessment Exercise "Studying an MSc in beautiful Durham is like doing a 'Wall Street' degree in 'Hyde Park', We have virtual trading facilities - Stock-Trak; a superb guest speaker programme; and the opportunity to study with some of the highest quality graduates from all over the world. Much of the knowledge and skills I have gained at Durham will be an essential part of my professional life." Sheldon Ma - MSc Finance and Investment For further information on MSc Programmes contact: Tel: + 44 (0) 191 334 5134 Email: pgadmissions.economics@durham.ac.uk or visit www.durham.ac.uk/dbs

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20/1/06 12:15:26 pm

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POSTGRADUATE DIPLOMA IN EDUCATION PROGRAMME: SESSION 2006/07 Want a demanding, challenging job with never a dull moment? Think about becoming a Secondary School teacher with one of the oldest and most dynamic Universities in Britain. The Faculty of Education of the University of Glasgow is currently recruiting for its PGDE (Primary) and PGDE (Secondary) teaching qualifications programmes where we particularly invite applications in the following areas. • Mathematics • English • French/Modern Languages • Physics • Religious Studies/Divinity • Chemistry • Geography The one-year PGDE (Secondary) Programme prepares graduates for a teaching career in Secondary Schools. It is expected that applicants will have undertaken two progressive levels of study in their degree subject to be eligible to apply for the Secondary Programme. Further information regarding qualifications can be found at the “Teaching in Scotland” website www.teachinginscotland.com Provision and certification are also offered to those who wish to teach in Catholic schools in respect of the above courses. To request an application form please contact the Graduate Teacher Training Registry (GTTR) on-line at www.gttr.ac.uk

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20/1/06 15:31:50

bright fut This year an expected 41,900 people will return to the classroom to start their teacher training. It’s official: teaching is back in fashion. But what’s behind the rush? It can’t just be the long holidays. Tom Barlow investigates

eaching is arguably the most exciting and most exasperating of all graduate careers. “Welcome to the best job in the world. (And also the most stressful and frustrating),” remarks one teacher on a Times

Educational Supplement web forum, making the point that the marking, the inspections, the league tables, the National Curriculum, the bureaucracy and classroom management all make the job stressful unlike any other. Yet for job satisfaction few jobs can beat teaching. One reason, as the Teacher Development Agency puts it, is that you will be working with the “most exciting people in the country” – children. Others suggest that ‘pay to train’ bonuses have boosted teaching’s popularity. Eligible trainees on postgraduate initial teacher training courses in England are now entitled to a taxfree training bursary worth £6-9,000, plus possible ‘golden hellos’ of up to £5,000 when they start work. But the key motivation is simpler. As a teacher you have the opportunity to change people’s lives. Jenny Jones is director of Loughborough University’s careers service: “We’re seeing people in very high-profile jobs switching to teaching and finding that it is just as stimulating – if not more so – than many corporate careers.” These days, teachers have their own soap operas, reality TV and even a cable television station (Teachers TV). But alongside the image makeover, their salaries have had a face-lift too. Newly qualified teachers (NQTs) now start on a salary of £19,161 per year (£23,001 in inner London). The pay scale then rises to at least £30,339 outside London and £35,985 in (Continued on page 41)

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20/1/06 11:46:52

utures

THE PRIMARY TEACHER Andrew Orphanoudakis, 29 University: Southampton University. Philosophy, 1997 (2:2) PGCE: London Metropolitan (2004) Job: Newly qualified teacher, Gayhurst Primary School, Hackney, London Why teaching? I was organising tours and tour guides for London Walks for three years. Before that I was in banking which wasn’t much fun at all. I thought teaching might be more rewarding. Why primary teaching? Younger children are a bit more open-minded and you get to teach a variety of subjects. Best and worst parts of teaching? Working in an inner-city school, the ups and downs are huge. Sometimes you struggle to get a class in order. At other times, it’s exhilarating and you get a huge kick from the lessons. Advice: Be sure you want to do it, be firm and remember not to befriend the kids too much as they are here to learn.

FEATURE | TEACHING | CASE STUDIES

y Photographs by Domenico Pugliese

Andrew adds that ‘Don’t smile before Christmas’ was a catchphrase he learned when he first switched from a corporate career to teaching. “But these days I find it difficult to go 10 minutes without smiling,” says the 29-year-old, who is form tutor to 26 eight-year-olds. “The alternative is that you become a robot and the kids hate it.” Yet he has hardly found teaching a breeze. “At times I’m good with classroom management, but you have to crack down on bad behaviour early on,” he says. “Looking back, this year my mistake was to be too easygoing, which made things an uphill struggle for the rest of the year. Next year I’ll be changing that.” Like any job, experience works wonders and Andrew is learning gradually how to manage the workload of a newly qualified teacher. “I try to make Saturdays sacred – to have one complete day where I’m doing no school work at all,” he says. Although Sunday is taken up with planning,

Andrew is hoping to reduce the amount of time he works outside of school. “I find it quite difficult, but I think it’s down to organising skills. You have to set your own timetable.” Unlike some mature entrants to teaching, Andrew was unfazed by returning to university for his PCGE: “Compared to the hours and stresses in my last job it wasn’t a problem. I loved the lectures and psychology sessions, but during the year you get placed in two schools, and you’re under a lot of scrutiny – people check up on your lesson plans and observe you, so it does have its stressful moments.” Eighteen months on, Andrew reflects that he made the right career choice. “The main thing has been getting a job at a good school. The staff and head are really supportive and that’s crucial,” he says. “I know people from my PGCE who are in schools where this isn’t the case – and they are struggling.”

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20/1/06 11:47:23

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20/1/06 15:27:15

FEATURE | TEACHING | CASE STUDIES

THE HEADTEACHER Liz Robinson, 29 University: LSE, Philosophy 1998 (1st) PGCE: Roehampton, 2000 Job: Headteacher, Surrey Square Junior School, London Why teaching? I left university with an inkling that I wanted to work in the ‘caring’ professions of some sort. I spent some time in schools and loved it. Best and worst parts of teaching? It’s wonderful when the kids make a real leap forward, especially if they have certain difficulties in their lives. But it can be a challenge working with children who don’t speak English or who have difficult issues on a wider social and economic level. Advice: Teaching is changing hugely. The rewards are very, very good. It’s just amazing how endlessly stimulating it is. You are never, ever bored. It’s a full-on career choice, but if it’s what you want, then go for it. This January, Liz Robinson becomes one of the youngest head teachers in London. Her ascent to the top has been rapid. Although Liz began her career as a classroom teacher, after two years she joined Fast Track, an initiative to accelerate teachers into positions of responsibility. “I’d always been interested in leadership and management,” she explains. “Working in different schools you see good and bad role models. Maybe I was a bit of a natural too. So I thought ‘yeah, I can do that’.”

“

t he rewards are very, very good it’s just amazing how endlessly Stimulating it is. you are never, ever bored. It’s a full-on career choice

”

Whether or not you aspire to become a head, the teaching profession demands good organisational skills. “And that also means knowing when to stop,” adds Liz. “Teaching is a job that is never finished and you can always do more. You have to have a balance and prioritise your mental health.” With this in mind, Liz performs at classical concerts at least once a month – the result of a devotion to singing that she describes as “a very serious sideline”. “I don’t think that ‘teacher-martyrs’ slavishly giving up all their spare time are necessarily good practitioners,” she says. “They become pissed off and it makes them nasty people for the kids to be around.” Teaching has changed radically in the past few years, and one consequence of the makeover is that graduates expect to rise through the ranks at a faster rate. Financially, Liz adds, it’s “amazing how you climb up the scale in five years.” After starting a role as deputy head at a London primary school last March, the step-up to head-teacher became a realistic proposition. As a head, Liz will no longer teach classes. Her new role is as a facilitator: motivating, managing and organising, whether it’s finances, staff or the state of the building. “I’m a little nervous, but mostly excited, because I have great people to work with and their feedback has been very positive,” she explains. “As head you don’t do the teaching but you enable the best possible teaching to happen.”

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Newly Qualified Teachers The Learning Trust is the first organisation of its kind in the UK. A not-for-profit operation, we have taken guardianship of Hackney Local Authority’s entire educational infrastructure. Our high-profile brief is to provide first-class education services to 27,000 children in over 70 schools. Hackney is an exciting place to live and work. The Borough is a diverse, cosmopolitan area with a large multi-cultural population situated only two miles from the West End, giving easy access to central London, its theatres, shopping opportunities and is close to the Tower of London, St Pauls Cathedral and the Barbican Centre. To the East End, are located the thriving Dockland area and Canary Wharf. Within Hackney, we are well renowned for our art, music, theatre, restaurants and festivals. We are a forward-thinking and innovative Borough and take the teaching and learning of our children seriously. We continue to develop innovative ways to deliver the curriculum and have opened a 2nd City Learning Centre in 2005. If you want to be part of this exciting phase of Education in Hackney then we would like to hear from you. If you are looking for an invigorating challenge to the start of your career

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FEATURE | TEACHING | CASE STUDIES

THE SECONDARY TEACHER Sam Rees, 27 University: Swansea, English and History, 2001 (2:2) Qualification: Sam is taking The Graduate Teaching Programme (GTP). Job: Beginning teacher, Langley Park School for Boys, London Why teaching? I started graduate life in a sales job. I was bored and got fed up clockwatching and traveling into London. After the bombings last July it just made things worse. I thought about teaching and gave it a go. Is managing bad behaviour an issue for you? No. I work in a good school – a traditional comprehensive with a good behavioral ethos. You get the odd rogue kid but nothing horrendous has happened yet. Best and worst parts of teaching? Parents’ evening was brilliant – getting feedback on how much someone’s child is enjoying your lessons. The flipside is being exposed to individuals in the classroom with special educational needs. You sometimes feel totally unequipped. Advice: Go for it: the money’s never going to be amazing but the personal rewards are massive. A former advertising sales manager, Sam has chosen one of the most challenging routes into teaching. Rather than a PGCE, he is taking the Graduate Teaching Programme (GTP), where graduates over 24 train on the job with a substantial timetable of classes.

“I didn’t want to go back to university,” he explains. “This way you spend a huge amount of time in the classroom. You’re thrown into the deep end.” Alongside the hands-on experience, GTP graduates earn a salary of £13,000. But there’s another bonus: Sam is training at a school where he was once a pupil. “It’s great,” he says. “I know all the procedures (like how to give out detentions), but it’s still challenging. By my second day I was teaching a Year 7 class. It was amazing standing there, thinking – ‘Oh dear, I really have no idea what to say!’” A few weeks on and Sam is teaching 12 hours per week. “The job is hugely up and down,” he says. “But your self-esteem really grows when a kid says ‘Cheers Sir’ after the bell or ‘I really enjoyed your lesson.’ Little things like that can make a big difference.” The stress, however, is a constant pressure: “It’s difficult taking over so many different classes, marking and planning, plus dealing with kids with emotional and behavioural difficulties,” Sam reflects. Approximately 40 per cent of new-teacher trainees are over 25, those moving out of the boardroom and into the classroom. “Days fly by, which is more than I can say for my last job,” Sam says. “You learn a lot about yourself. I find myself now getting annoyed by little things I’d normally put up with. But if you don’t tell a kid to tuck his shirt in at the start of a lesson, things can go down-hill rapidly!”

the job is hugely “ up and down. but your self-esteem really grows when a kid says ‘cheers, sir’ or ‘i really enjoyed your lesson’

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FEATURE | TEACHING | CASE STUDIES

(Continued from page 34) inner London. Head teachers, meanwhile, can expect a tidy £90,000 or more. Cynics might argue that you’ll need the extra few quid to compensate for the discipline problems. As Richard Found, head of science at Central Foundation Girls School in London puts it: “Sometimes the kids chew you up and spit you out, especially when you start teaching. Even at the best public schools in the country behaviour could still be an issue.” But he adds, “I wouldn’t want to do anything else. The rewards are immense. It might be a dark Thursday afternoon when a kid suddenly has a revelation in their science work, or on results day when they are really appreciative of your help. It’s the best job in the world.” To teach, you’ll need Qualified Teacher Status (QTS), most commonly achieved by a one-year PGCE (Postgraduate Certificate of Education). There are also employment-based routes such as the Graduate Training Programme (GTP) or SCITTs (school-centred initial teacher training). But don’t expect to waltz onto a training course. “You’ll need to put a lot of work into your personal statement and think really carefully about the reasons why you want to go into teaching,” says Jones. “You’ll also need some evidence of classroom observation, or working with younger people.” Classroom observation is easily arranged. Most schools welcome visits from wannabe teachers (a polite email to the head of department usually does the trick). Meanwhile, the TDA’s Student Associates Scheme gives undergraduates the opportunity to work alongside experienced teachers – a useful experience for your CV whether you chose teaching or not – and they’ll pay you £40 per day tax-free. Alongside an awareness of current educational issues you’ll need good ommunication and organisational skills, c and a passion for their subject. “In the first few years nobody would deny that the workload is heavy,” explains Jones, “therefore it’s especially important to make sure you have road-tested the career and have a genuine love of your subject.”

THE NURSERY TEACHER Sian Gaches, 21 University: Trinity College, Carmarthen – BA Primary education with qualified-teacher status Job: Primary teacher (Foundation stage: ages 3-5 years) St. Matthew’s Primary School High Street Yiewsley Middlesex Why nursery teaching? You can really have an influence on a child at this age. I get a lot of job satisfaction from shaping their development, for instance seeing a child write their name for the first time. Advice: Get some experience, either in schools or possibly with a youth groups. Remember you’ve got to really like children, you’ve got to have patience, be quite bubbly and have a good relationship with the class by being approachable. Sian is one of a number of Newly Qualified Teachers who have found it harder to find primary teaching work over the past year. The number of NQTs qualifying rose to 30,780 in 2003-04, compared with 28,470 the previous year. And the number of people entering the profession has increased for the past five years. In non-shortage teaching areas, particularly at primary level, this is having an effect on the speed with which NQTs find permanent positions after graduation. “It’s certainly not as easy as it was,” says Sian. “I came to England to find work because in Wales there were fewer teaching jobs.” Sian feels she’d always know that she wanted to be a teacher. “I’d been lucky growing up and had some really good teachers who inspired me to go into the profession.” She says the three-year undergraduate course was quite intense and the workload was tough but classroom practice which was included as part of the course stood her in good stead for her first job. At the moment, Sian is teaching the foundation or nursery level classes. “At this age you have a lot of input into helping them build their behaviours,” she says. “It can be very satisfying to see the manners and discipline develop by the time they are ready to move on.” Teaching involves going through many of the basics such as colours, shaped and counting. “We use the Jolly Phonics programme to teach reading writing and spelling which involves singing a song to learn a letters. I sometimes find myself singing it on the way home which can be embarrassing,” admits Sian. While nursery-level children don’t have as many exams as older children, the paperwork can be just as heavy. “There is always something to do,” she explains. “You always need to be gathering evidence on the child’s progression and preparing what you will do the next day. When people think of teaching they think of holidays and days which finish at three o’clock. The earliest I’ve left school is 5pm and that’s an exception.” But she has no plans to change. “I love the unpredictability,” she says. “You never know what the children are going to come up with.” (Case study: Zoe Roberts)

we teach reading “ and spelling by

singing a song. i sometimes find myself singing it on the way home, which can be embarrassing

Newly qualified teachers (NQTs) are ften surprised at how technology has o infiltrated schools since they last wore a uniform, and also by the support and banter to be found in the staffroom. Teaching, it seems, can be a lot of fun. “But you need huge amounts of energy and resilience,” warns Francis Gilbert, head of English at an inner-city comprehensive and author of career-bio, I’m A Teacher. Get Me out of Here! “You’ve got to get used to stuff being chucked around your head, or kids swearing at you. Some people quite like it actually – it’s a real buzz.” Francis adds that you’ll need a sense of humour too, “some of the treatment you get from the kids, from other teachers, from the government is rough. But there is a core human connection and creativity that no other job can offer. At its best, with teaching, you’re transforming people.” n

”

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PGCE Opportunities at Canterbury Christ Church University To find out more about our PGCE programmes, come to our open afternoon at our Canterbury Campus on Thursday 16th March. The afternoon starts at 4.30 prompt. No need to book. LOCATION:

Canterbury Campus

The University offers one year full-time programmes for graduates who want to teach. Our most recent PGCE students achieved a 98% employment rate. Placements are available across Kent and London. All eligible PGCE students currently receive a training salary of £6,000. Eligible students will also receive a University bursary of up to £800 and a scholarship of £200. Subjects offered: Primary Modern Foreign Languages 7-14 Age Range Design & Technology, English, History, Modern Foreign Languages, Geography, Mathematics, Music, Religious Education, Science.

Secondary 14-19 Age Range Art & Design, Citizenship, Art & Design, Business Studies, Design & Technology, English, Leisure & Tourism. Geography, ICT, History, Mathematics, Modern Languages, Music, Physical Education, Religious Education, Science.

Post Compulsory Education (Apply directly to the University) Art & Design, Basic Skills, Business & Administration, Health & Care, Humanities & Social Sciences, Science & Technology, Sport, Leisure & Tourism.

For a copy of the prospectus ring: 01227 782900, Fax 01227 782888 email: Admissions@canterbury.ac.uk

www.canterbur y.ac.uk

Education Courses The University of Wolverhampton has a wide range of education-related programmes. Read on for information on some of our courses, visit our website or contact us for a prospectus, or telephone us and have all your questions answered.

Teacher Training Courses If you are looking to become a primary teacher then, following completion of A-levels or an access course, you may apply to join our three-year, full-time course, choosing from BEd (Hons) Primary and BEd (Hons) Early Primary Education. If you already have a degree then you could apply to undertake our one-year, full-time PGCE Primary Programme. Whichever route you choose we find the schools in which you will undertake your school placements. Our latest OfSTED inspection placed us in the top category for quality as a Category A provider. If you are looking to become a secondary teacher then we offer a one-year, full-time PGCE Programme. You will require a degree in a subject related to the subject you will teach, with the following subjects available: Business Education; Design Technology; English; ICT; Mathematics; Modern Foreign Languages; Physical Education; Science. Several of the subjects are also available through a flexible programme where study is undertaken via study pack materials and this is designed to meet the needs of those unable to study full-time. For both primary and secondary teacher training we offer the Graduate Teacher Programme, a programme where you are employed in a

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school as a teacher and assessed against the same national standards as any other teacher training programme. If you have a degree and are looking to qualify as a teacher in further education then we offer a one-year, full time PGCE in Post Compulsory Education. We invite applications from a wide range of subjects and arrange placements in colleges across the Midlands.

Other Education Courses We offer degree programmes in Early Childhood Studies; Education Studies; and Special Needs and Inclusion Studies. These are available as single subject degrees or you may combine two subjects if you desire. There is also a three-year degree in English and Education Studies where you spend half your time in England and half in Amsterdam. We also offer a highly specialised degree in Conductive Education delivered with the National Institute for Conductive Education, Birmingham. If you are currently working in an appropriate environment, we also offer Foundation Degrees in Learning Support and Early Childhood Studies. For example, a classroom assistant in a primary school may be interested in either course and we can talk to you about choosing the best course for you. If you would like further details on any of the University’s education courses, please visit our website: www.wlv.ac.uk telephone 01902 322821 or e-mail: sed@wlv.ac.uk

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Raising Aspirations & Achievement Building schools for the future Play your part in our regeneration and begin your teaching career in Stoke-on-Trent Stoke on Trent is looking to the future and building on its successes. We wish to recruit NQTs who want to help us achieve our aims. We: U are committed to the Every Child Matters agenda U support high quality teaching and learning to raise the attainment of Stoke-on-Trent’s young people and prepare them for the future U believe strongly in our continuing professional development for all staff U have been commended by Ofsted for our NQT support programme U annually recruit NQTs across primary and secondary education U operate an Open NQT Pool U are rebuilding or refurbishing all of our 17 High Schools, in our ‘Building Schools for the Future’ initiative U have below average housing costs and are centrally located with good transport links

BE PART OF OUR SUCCESS: Apply to the Teacher Recruitment Team on (01782) 236909 (Minicom (01782) 236919) or email: gparnham@sgfl.org.uk Visit our web sites: www.sgfl.org.uk/teachinginstoke or www.stoke.gov.uk/education or visit the links for teaching vacancies or click on the link for SCORE

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For more information and to send your CV, please visit us at www.morganest.com Morgan Est is part of Morgan Sindall Plc, one of the top ten construction companies in the UK.

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DON’T WANT TO BE STUCK BEHIND A DESK ALL DAY? THEN PUT ASIDE YOUR MISCONCEPTIONS AND CONSIDER A CAREER IN THE BUILT ENVIRONMENT, POSSIBLY ONE OF THE MOST EXCITING INDUSTRIES FOR GRADUATES, SAYS KATE HILPERN.  Illustrations by Yang Ou “I love creating nice buildings for people to live and work in, and being able to influence the built environment,” says Andrew Webster, 32, who is working as an architect in London.

“It doesn’t help that a lot of people are persuaded by their parents to stay well clear of jobs in the built environment because they view them as being for apprentices rather

“My uncle was a builder and when I was younger I used to help him on site, which helped me get an insight into the construction industry.” The problem is that graduates who don’t know anyone in the construction industry don’t tend to consider any of the 35

than graduates.” He believes it is a huge shame. “So many students tell me they don’t want to be in an office all day and they want to make things happen. Others tell me they want to take advantage of exciting new technology or that they want to

different occupational areas involved, which range from quantity surveyor to town planner and from civil engineer to property developer. “Many of these roles – particularly ones like site manager and project planner – don’t have much of a profile in universities. You rarely even see them in the normal list

help create a sustainable future. All these things are possible in construction, and more. There are all sorts of interesting challenges, such as creating places that won’t be havens for crime or that will be environmentally friendly.” Mark Way, director of skills at the Construction Industry

of graduate jobs,” says Terry Jones, spokesperson for AGCAS (Association of Graduate Careers Advisory Services).

Council (CIC), agrees. “Young people in the industry can’t speak highly enough about it. I don’t think some of them can

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FEATURE | BUILT ENVIRONMENT | CASE STUDIES

believe the fact that they run their own projects and manage people so early on in their career. Whether they’re working in Preston or Hong Kong – there are plenty of opportunities to

even those without are being offered promising careers. Andreya Ashwell, graduate recruitment manager at Carillion, says, “The majority of candidates we recruit have degrees in

work abroad – they all talk about contributing to society. We’re talking here about something a lot more worthwhile than pushing paper around in a bank.” He believes the Olympics being held in the UK will put the built environment back on the map. The irony is that in the

civil engineering, construction management and quantity surveying. But there is an industry-wide problem in recruiting people in quantity surveying, so some parts of our business are taking on people with unrelated degrees. We even had someone with a degree in biochemistry.”

meantime, there aren’t enough people to help build the facilities needed. “Employers are facing serious skills shortages in many areas,” he says. “They really need bright, intelligent graduates to whom they are prepared to give really exciting opportunities and early responsibility.”

Victoria Green, HR officer at Halcrow, tells a similar story. “We recruited 121 graduates last year and because there are concerns in the industry about the numbers of graduates coming through, we are taking on more people with different degrees, who then convert.”

Little wonder that people with relevant degrees are enjoying pick of the crop when it comes to jobs, and that

Indeed, a growing number of professional bodies are introducing ways to help employers gain the skills set they

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FEATURE | BUILT ENVIRONMENT | CASE STUDIES

“

I AM IN THE MINORITY AS A WOMAN. BUT MOST GUYS ARE PLEASED TO HAVE A WOMAN ON SITE – NOT FROM A SEXIST POINT OF VIEW, BUT AS A REFRESHING CHANGE

”

need by providing conversion courses for ‘non-cognate’ graduates. Most are part-time and many can be carried out by staff alongside their daily job, creating the minimum of disruption for their bosses. Among them is the Chartered Institute of Building (CIOB) graduate diploma, which was launched in 2002 and consists of 12 modules of one-week residential blocks, followed by eight weeks of work-based learning to produce assignments, over the course of three years. “We have graduates with degrees in psychology, art, politics, history, geography and

says that as much time is spent in the office as it is on site, although her favourite aspect of the work is being outdoors. Nonetheless, she is quick to rubbish the view that construction is all about hard-hats and indeed that it is completely maledominated. “I am in the minority as a woman, but it is changing and I’ve found that most guys are pleased to have a woman on site – not from a sexist point of view but as a refreshing change,” she says.

business studies, among others,” says Tricia Sharpe, project manager. “The kinds of jobs they are in include site managers, contract managers, estimators, planners and quantity

Rob Tovey, director of education and training at the Royal Institution of Chartered Surveyors, which also accredits conversion courses for non-cognate graduates, agrees that more and more women are entering this sector. “But the numbers are still poor,” he admits. “We’d really like to see the

surveyors. Their employers have taken them on because they see the potential in them.” Sandra Somers is in her third and final year of the diploma. “It really broadens your horizons and gives you a taste of what everyone does in construction, which ultimately helps you do

numbers increase and are doing what we can to work towards that.” The built environment is constantly evolving, concludes Darren Byrne, manager of membership and qualifications at the Institution of Structural Engineers (IStructE). “In fact, I can’t

your job better,” she says. Like most graduates working in the built environment, she

think of a more cutting-edge sector, or one that is so varied and exciting.”

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Facing the future

At Mott MacDonald we are a forward thinking company and we’re always on the lookout for talented, innovative and enthusiastic graduates from a wide range of disciplines to join our 9000 staff around the world.

Mott MacDonald St Anne House Wellesley Road Croydon CR9 2UL

As one of Britain’s top multi-disciplinary engineering, management and development consultancies, we work in sectors ranging from transport, energy, building, water and the environment to health and education, industry and communications.

020 8774 2176

graduate.recruitment@mottmac.com

To find out more about graduate opportunities visit our website www.mottmac.com or contact our graduate recruitment team at:

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How to apply

Send your CV via web at www.gleeds.com or email: helen.cleaver@gleeds.co.uk You can also send a CV and a covering letter to Janette Green, Corporate HR, Gleeds, 3 Broadway, Broad Street, Birmingham, B15 1BQ. Contacts: Janette Green or Helen Cleaver tel: 0121 644 5400 Gleeds has over 120 years’ experience in the construction industry and employs over 1,200 people in 14 countries world-wide, making it one of the leading management and construction consultancies.

Culture: Gleeds encompass three-core elements: people, places and spaces

Training & Development: The company view of people is that continuing personal development never stops - the more you know the more it assists clients. The Gleeds training Services and Specialisms: The company is programme is approved by the RICS and is multi disciplinary and offers a range of services including quantity surveying, project management, structured around the APC process with supporting APC doctors, preparation plus building surveying, facilities management, consultancy services, land and mineral surveying, coaching weekends. Day release is offered to those non-cognate graduates who want to join financial services and many more. the profession. Gleeds Recent projects: include Richo Arena The company’s performance management Coventry, West India Quay London, BBC White City London, Temple Quay Bristol, Northern Rock system is one of the most comprehensive and feeds directly into the training requirements of HQ Newcastle. In addition there are a number projects in Atlanta, Sydney, Shanghai, Dubai and the RICS, CIOB, CITB and APM. across Europe.

Work life balance: On the social side there are sailing and racing weekends, half marathons and the annual five-a-side football tournament. There is also an annual summer ball and Christmas Party. Skills: Gleeds is looking for technically competent people who enjoy the challenge. Thorough precision planning skills with special attention to detail will be the biggest challenge for most graduates. Educational Requirements: Preferably A levels or equivalent which would lead to a day release degree course sponsored by Gleeds, or a good first degree, which could lead to a construction related conversion course.

People

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Places Spaces

20/1/06 12:39:28

FEATURE | BUILT ENVIRONMENT | CASE STUDIES

Steve Pugh, 25, is assistant land manager at Allison Homes. He gained a 2.1 in planning and residential development at Nottingham Trent University in June 2005.

Gemma Clarke, 24 is a structural engineer working on buildings with consultancy Faber Maunsell. She graduated with a BEng in structural engineering from Bath University. Gemma is currently in the Antarctic, working on a research base for the British Antarctic Survey. “There are so many opportunities on offer in this sector but if someone had told me that in my first year I’d be spending three months travelling to the Antarctic and learning about snow accumulation and spin drift, I wouldn’t have believed them,” says Gemma. But that’s the situation she has found herself in working for Faber Maunsell after the consultancy won the contract to build a new research base for the British Antarctic Survey. Gemma is part of the team working on the project which is known as Halley VI. “It’s a fascinating project as snow cover increases by a metre and a half each year in the Antarctic. They have to build a new station each year. This time, we’re working on a jacking system to ensure it remains above the snowfall,” she explains. “Designing something in the Antarctic is unique and we’ve had lot to learn. There is plenty of back-up but the trick is to be able to turn that knowledge to practical solutions.” On her arrival in the Antarctic, she will see the old station Halley V. It’s a three-month trip as it will take her about a month to travel there, flying to Uruguay and then picking up a boat. Once she’s there, she will spend about a month going over the old station and helping with any structural repairs while the new one is designed and built. She believes that her practical experience helped her secure the job, having gained a great deal of practical experience on her course and undertaken a few work placements. “During the interview I emphasised my problem-solving skills as well as my people skills, as you need to be a good communicator in this industry.” She says support has been excellent, “but there is no doubt that you are expected to contribute from the start”.

When Steve was at school, a man who trained his dog happened to be a small-scale house builder. “When I left school, he offered me part-time and summer work in labouring and assistant site-managing work on some of his construction sites in-between my studies at college and university,” he recalls. “I enjoyed it – particularly the negotiation and business side – and decided to do a degree in it.” As part of the degree, Steve undertook a placement with the Kier Group, which owns Allison Homes, and they offered him a job upon graduation. Today, Steve’s role involves identifying, seeking and acquiring new development opportunities. This includes monitoring the housing market and identifying the development activities currently being carried out or proposed by competitor developers on a piece of land. “What I really enjoy is getting to liaise with all the departments within our company, as well as meeting and learning from our external consultants, such as planning consultants, architects, solicitors, land agents and land owners.” Steve adds that he also likes the fact that much of the work is complex and therefore challenging. “For example, within the investigation process of acquiring new sites, I get to appraise the process, which varies from house prices to build costs to land values.” Steve believes any successful land manager needs to be able to look at the bigger picture, as well as be good at speaking to all kinds of different people. His next step is to advance into a land manager’s role and then land director.

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RealWorldAd.pdf

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Looking to Your Future Looking for a company where you can make a difference; where the work you do positively impacts communities, countries, even the entire planet? Looking for a company that can offer you a challenging career experience; where you’ll receive training, development and support that will help you meet your professional goals?

Look at MWH MWH is an independent engineering technology and environmental management company, offering consultancy services, design and construction skills, with a full project and programme management capability. Our project diversity is vast and it’s the expertise of our people that enables us to create life-changing and environmentally friendly solutions. We have opportunities on our Graduate Development Programme for Graduates from a wide range of disciplines, predominantly in the Engineering and Environmental sectors. Visit our website www.mwhglobal.com to find out more and to apply on line. 

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Engineering Graduates Civil - Chemical - Mechanical - Electrical - Environmental - Hydraulics

We are a privately owned specialist trade contractor in the Construction industry. Established in 1986 the business has experienced a period of continued and sustainable growth. The two main elements of our business activities are established as distinct operating divisions and represent themselves separately in the marketplace. Our consolidated annual turnover is c.£36million. Optima Partitioning Systems specialises in the high quality interior fit-out of commercial office space generally for blue chip clients and predominantly in central London. We have our own ‘Optima’ branded range of partitioning systems which are highly regarded and have secured numerous industry awards. The latest being the Winner of the Finishing & Fit-out Specialist of the Year 2005, awarded by Construction News. Optima Architectural Glass carries out specialist glass and glazing services within the construction industry. This includes atria, roofs, feature floors, entrance canopies and glazed screens in public places such as sports arenas, shopping centres, airports and railway stations. We require high quality staff to progress our continuing growth plans and to support this are seeking to recruit

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two graduate trainees to gain a thorough knowledge of the various disciplines within our business. This will include estimating, design, project management and quantity surveying. In order to succeed in this role you will need to be tenacious, able to quickly establish working relationships with a variety of people and thrive in a varied and fast paced environment. You will be expecting to achieve a degree of at least a 2:2, but the course studied is immaterial as long as you have the requisite personal attributes. In return we will offer you a competitive salary, a challenging role and a rewarding working environment where no two days are the same.

If you have the personal qualities to succeed in this role please contact the HR Department on 01494 492600 to request an application pack or you can download this from our website www.hlsgroup.com/ hls_careers.htm and submit this online at hr@hlsgroup.com.

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FEATURE | BUILT ENVIRONMENT | CASE STUDIES

Georgina Rofique, 26, is graduate health and safety adviser for Taylor Woodrow. She gained a 2:1 in civil engineering from Leeds Metropolitan University in June 2003. By the time Georgina had finished her degree, she had lost interest in civil engineering, but still liked the idea of working in the built environment. “However, I wound up working for a year in catering, where I took on responsibility as a supervisor,” she says. “That was my first introduction to health and safety. I was given responsibility for basic things like manual handling and first aid and I found that I really enjoyed it.” What most appealed to Georgina about health and safety was the variety involved and the fact that the end result is about making people safe. So when she saw an advert for a place on the graduate training scheme at Taylor and Woodrow for a role in health and safety, and noticed they wanted a building environment graduate, she jumped at the chance. The company wanted someone who could do a distance-learning Masters course in health and safety and the idea of further learning also attracted her. “My daily job involves a lot of admin work – in particular, compiling statistics – and doing site inspections alongside the people who have already completed their training,” she says. “I get study leave for my course, most of which is done at home and some of which is done at Portsmouth University.” She believes you need to be very motivated to work in health and safety, not least because it is hard work. “You also need to be meticulous and thorough,” she adds. Jonathan Grice, is on the graduate training programme at building services firm NG Bailey. He gained a 2:1 in business information and technology at the University of Central Lancashire in 2005. It was during his placement year in the supply department of the Big Food Group that Jonathan realised he wanted to find a job that meant working with people, rather than sitting behind a computer. “At the end of that year I picked up some summer work with NG Bailey to earn some extra cash, and worked over the summer as a pipe fitter’s mate,” he says. “I realised that I was really motivated by the construction industry because everyone is working together towards a common goal. I really liked the project-based nature of the work and the team-work element. However, I was unsure whether there would be a role for me as I didn’t have a construction or engineering related degree.” But while he was working for the organisation, Jonathan came across an interview with graduate resourcing and development manager Alison Morrison where she talked about the graduate training programme at NG Bailey. “I realised that the company would recruit people from a range of degree disciplines so I applied and after a rigorous recruitment process, I was offered a place on the training programme,” he explains. “I felt my business background was a strong selling point during the recruitment process.” In September 2005, Jonathan started the two-year development programme, which includes a postgraduate diploma in management with Loughborough University. “I’ll get experience across a range of different areas of the organisation, working as part of the bid team,” he says. “And t he best parts of the job are getting continual development and building a good working relationship with people across the organisation.” He says he would definitely recommend the industry to other graduates. “You need to have good communication skills and show that you have the ability to lead. As someone who doesn’t have a related degree you need to demonstrate you do want to develop those skills and are willing to go the extra mile and work outside your remit.”

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Start your career Talk to Halcrow As you leave university, looking for your next move, you want to get it right. You’re not just looking for a job you’re looking for somewhere to start your career. At Halcrow, we’re interested in people just like you. We want to know that you’re enthused by what you do and want to build on the knowledge and skills you’ve gained to carve out a fulfilling and stimulating career for yourself.

Once you’ve joined us, we want you to stay, so as well as a good degree in a relevant field, we want you to have a willingness to learn and the determination to go far. In return, we give you the opportunity to work in multi-disciplinary teams on a range of projects with some of the top people in the industry. There’s training so that you can develop your skills and support for when you want to work towards a further qualification. Halcrow offers competitive salaries, a contributory pension scheme and private healthcare cover, as well as flexible working. We’re working on commissions in over 70 countries around the world, covering water engineering, river and coastal engineering, mechanical and electrical engineering, transport planning, building structures and services, sustainable development, geotechnics and economics, to name a few. Visit our website at halcrow.com to find out more. You can also check out our graduate opportunities and download an application form. Once completed, please send this, quoting ref 2946, to us at Halcrow, Burderop Park, Swindon, Wiltshire SN4 0QD, or email the team at personnel@halcrow.com.

For more information and to learn about other opportunities visit:

halcrow.com

Committed to equal opportunities

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FEATURE | BUILT ENVIRONMENT | CASE STUDIES

Debbie Simmonds, 26, is an assistant construction manager for Multiplex Constructions (UK) and is involved in the White City Development project, which is a 45-acre retail project in west London. She graduated from Bristol University with a degree in Economics and Accounting with Law. “I’m lucky enough to be able to say that I love my job. No two days are the same and I’m never stuck behind a desk in an office,” says Debbie. She found the job after an unsuccessful stint working in stock allocation for a big retailer. “I found the work really boring and only lasted a few weeks before I quit,” she says. “It was through a friend that I heard that Multiplex were looking for graduates and although I didn’t know exactly what careers were available I decided to send my application in.” Knowing a bit about the industry helped her in the interview and she was able to use her enthusiasm for the sector to get around the fact that she didn’t know which role might suit her. “I know a bit about property management through my family and I don’t think I have the usual misconceptions about the sector being dull, which many graduates have,” she says. “And the stereotype of builders with their bums hanging out just doesn’t exist here. The industry is very professional.” She started as an assistant to the senior project planner on the White City development project and is now managing a large part of the London Underground works at the site. This involves running the day-to-day site activities that are taking place in one particular area. “There are a number of contractors on site and a large part of my job involves running the interface between them and also managing the quality control procedure,” she explains. “I had thought that my lack of technical knowledge might hold me back but actually the key to my job is managing people. Multiplex have been good enough to put me on a three-year Chartered Institute of Building diploma course in construction management, which will help me further my career.” What most appeals to her about the job is being outside and not sitting at the desk all day. “It will also be amazing to revisit this project when it’s built and know I played a part in its creation.” Her least favourite part of the job is the hours. “I really don’t like working on Saturday, which can happen.” The industry is very goal driven and Debbie knows that it can be frustrating not to meet these targets, particularly as there is often a lot of money at stake. “But you are part of a team so even when things aren’t going well it’s not one person that has to deal with it alone, you know that the team is behind you.”

Rachel Chandler, 25, is a section manager at engineering and construction group Costain. She joined the company in 2002 having spent two six-month placements with the company as part of her fouryear civil engineering and architecture degree at Bath University. Before that, she spent two years in the Army, with the Royal Engineers. “What really attracted me to the graduate programme at Costain was the diversity of opportunities on offer for graduates, which have allowed me to get a more rounded view of engineering,” says Rachel. “Since I graduated, I’ve worked on-site, in the tendering and bidding process, been seconded to a design company, and held a management role responsible for the professional development of other engineers.” All of this experience feeds into a chartership with the Institute of Civil Engineers. Rachel is now working as a section manager on a project for the Highways Agency, which is the M25’s Holmesdale Tunnel Refurbishment and Junction 25 improvements. She’s seen the project through from the start, initially working as the bid manager for the £57 million project and now working in the target cost phase, which involves developing the final budget. Working as part of a team is what Rachel likes most about the job: “When you’re working on a project you’re very reliant on other people but there is the feeling that everyone is pulling together with the same aim, which is great.” Her least favourite aspect of the job is the long hours: “some days I’m on site at 7am and am still here at eight at night. But that’s usually when I need to meet deadlines and keep on programme”. The job can also involve working away from home. “At the moment I quite enjoy moving around at short notice, it’s a lifestyle choice that I have made,” she says. “There are a range of careers where you don’t have to work away from home, but it is necessary in the job that I do.” She also devotes some of her time working as the graduate and student liaison officer for the Institute of Civil Engineers. She believes the industry can offer a lot to female graduates, despite the fact that it is so male dominated. “More women are becoming attracted to the profession but I think the industry needs to do more as a whole to draw in women,” she says. “Just letting them know about the range of careers which are on offer is a great start.” (Additional case studies: Zoe Roberts)

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www.pwc.com/uk/careers/

With scores of industry-leading consulting and advisory groups, hundreds of offices around the world and thousands of exciting opportunities, PricewaterhouseCoopers (PwC) – voted the UK’s number one employer in the Times Top 100 Graduate Employers 2005 – is the ideal springboard for any budding business professional.

Telling it like it is Here’s what three of our people have to say about their early experiences of life at PwC. To see a range of other graduate profiles, visit www.pwc.com/uk/careers/ Becky who joined Tax “I’ve been surprised at how much I’ve been allowed to do… I’ve worked alongside partners and senior managers on a couple of projects and I’m often dealing directly with clients.”

Where you could fit in If you are a team player who gets excited about the idea of early responsibility, then you’ll fit in well at PwC. We offer high-calibre graduates, from any discipline, a wide range of possibilities within our business groups, each of which boasts an eye-catching client list. Some are renowned as breeding grounds for the best business minds in their field. Others are at the forefront of developments in the challenging e-business arena.

Sonia who joined Assurance “How you develop is down to you, but there are plenty of people ready with advice – your team manager, counselling manager and peer group manager, to name but a few.” Mohammed who joined Actuarial “The variety of work and the level of responsibility require me to develop all my skills. And I enjoy working with my colleagues, which is very important to me.”

Our business groups include: ■

Assurance

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Advisory Services, including Actuarial and Corporate Finance

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Tax

We also offer a number of pre-graduate schemes and short-term contract opportunities for undergraduates and school leavers looking for an enlightening taster of life in Professional Services – visit www.pwc.com/uk/careers/ for details.

Training and development Within the areas of Assurance and Advisory, you can study for qualification as a chartered

accountant, while tax associates often choose to prepare for the Institute of Taxation qualification. You could become a qualified actuary or specialise within one of the product areas in Corporate Finance and study for the Securities Institute Diploma, or qualify as a chartered financial analyst. The firm places great importance on the development of our people, both professionally and as individuals. We invest significant resources to provide

first-class training solutions, and this is reflected in the amount and variety of training available to staff at all levels.

application forms can all be found at www.pwc.com/uk/careers/

Application deadlines Our package We can offer you: ■ a highly competitive salary ■ a leading flexible benefits package ■ the option of a substantial interest free loan.

Application details Detailed information about our recruitment process, how to apply, and our online

Across the UK, our positions fill up quickly every year. Many of our permanent positions are filled by students who have taken advantage of our undergraduate schemes. Early application is advised to give you the best chance of a position and location of your first choice. Deadlines do vary and details of these can be found on our website.

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You’d be surprised what we get up to…

Graduate Opportunities Nationwide – Autumn 2006 Not everyone realises the sheer breadth of activities we get involved in at PricewaterhouseCoopers. In fact we offer an enormous range of services, from providing personal tax for high net-worth (and extremely high profile) clients to overseeing the voting for the Oscars. And that’s just entertainment – one of the multitude of industry sectors we cover. But that’s not the only surprise you’ll find here. Another big surprise is that careers at PwC are about much more than simply number-crunching. Whether we’re auditing a company’s financial results, identifying the commercial risks they face, helping with tax planning or assessing the implications of strategic business decisions – it’s about getting beneath the skin of other organisations.

So wherever you join us, you’ll be dealing directly with clients right from the start, while working towards a professional qualification. And since the challenges we face span virtually every industry sector, the depth and breadth of experience you’ll gain will equip you for an exciting career. Even more surprising, you don’t need a business or finance degree to join us. Yes, you’ve got to be comfortable dealing with numbers and you must have a strong academic record. But the subject of your degree is less important than your willingness to contribute and your eagerness to learn. Find out more at www.pwc.com/uk/careers/ Go on, surprise yourself.

© 2006 PricewaterhouseCoopers LLP. All rights reserved. “PricewaterhouseCoopers” refers to PricewaterhouseCoopers LLP (a limited liability partnership in the United Kingdom) or, as the context requires, other member firms of PricewaterhouseCoopers International Limited, each of which is a separate and independent legal entity.

Rise and you’ll shine.

Do you want to secure a graduate job before you enter your final year? Ernst & Young are actively recruiting ambitious and motivated penultimate year students. Get ahead of the competition with our summer internship and industrial placement programmes. Prove your abilities and you will be offered a graduate job at the end of the programme.

Interested? Find out more about our graduate and undergraduate vacancies

www.ey.com/uk/graduate

!@# © Ernst & Young LLP 2005. The UK ﬁrm Ernst & Young LLP is a limited liability partnership registered in England and Wales with registered number OC300001 and is a member practice of Ernst & Young Global.