It was while studying biology at the University of Bristol that Philip Harries decided on a career in biotechnology. “I studied a wide range of biological topics at Bristol,” he says. “But I was particularly interested in molecular biology and its associated technologies, which can be used to modify biological systems to produce innovative and beneficial products.”

To pursue his interest, Harries opted for an MSc in biotechnology at Oxford Brookes University. “The MSc covered the theories of numerous subjects, including molecular biology, recombinant DNA technology, monoclonal antibody technology, genome science and drug development,” he says. “It also involved practical classes in biological laboratories and computer classes, which taught me how to perform molecular biology techniques and how to use computer software for bioinformatics and research.” The programme also covered the bioscience business sector and key management and finance skills needed to operate in a business.

It was obviously useful because he landed a job at Oxford Nanopore Technologies, a small biotech company based in Kidlington, near Oxford, straight after completing his MSc this year.

Oxford Nanopore Technologies is developing a third-generation DNA sequencing system, Harries says. This is expected to provide a dramatic increase in the speed of DNA sequencing when mapping a genome and a reduction in the cost. His work as a DNA manipulation scientist involves the development of systems and processes to maximise the suitability of the extracted DNA to be sequenced.

The job uses specialist knowledge and skills that he gained at Oxford Brookes, such as molecular biology techniques and using sequence analysis software. “It is also important that I understand my role in the context of the greater business objectives – the rapid development of a commercially successful system. And so my project management skills and greater general awareness of the DNA sequencing business and bio-nanotechnology that I learnt on the programme have proved invaluable.”

The learning curve is steep because the company is growing quickly and the pace of development in the technology is equally fast, Harries says. But he is very happy to be working at Oxford Nanopore and in the biotech industry.

“There is a real sense of personal satisfaction because the power of this technology could provide meaningful benefits in medical research and new drug development through greater understanding of the genome.”

Choose the right academic route to get a head start in the employment market

Competition for jobs in biotechnology can be tough. However, Tony Bradshaw, a director at the BioIndustry Association, believes that employment prospects can be improved by choosing the right academic route.

The latest figures, at the start of 2006, indicate that the UK healthcare bioscience sector consisted of 365 companies and employed 19,600 people, of whom 9,030 were working in research and development. These companies range from small start ups with a couple of employees through to the bigger pharmaceutical companies, although the majority of UK biotech firms, both healthcare and nonhealthcare, have fewer than 50 employees.

“I say to people who ask me what route to take into the research side of the industry: do what you really want to do in your degree, but do numerate options, use a masters to give you specialist expertise, and then consider a PhD,” Bradshaw says.

“For example, you could do biochemistry for your first degree, making sure that you take numerate options with plenty of laboratory work. Then if you want to get involved in developing drugs, for example, do an MSc in biochemical engineering. That converts you into someone who understands how to take a discovery in a lab through to commercialisation.”

For a biotech career, the choice of masters course is crucial, Bradshaw says. “Your MSc is about cutting across disciplines, which is vital in this sector. That cut-across could be bioscience and IT – bioinformatics – or bioscience and medicine.

“In your MSc interview you should always ask what students have gone on to do and where they have been employed.”