This page contains a Flash digital edition of a book.
ENGINEERING: A


TRANSFERRABLE SKILL IN HIGH DEMAND


Engineering has long been a safe bet when it comes to securing a first step on the career ladder after university. However, what is often missed when people talk about the career prospects that come with a respected engineering degree is how transferrable these skills are to a wide range of commercial sectors. Today, engineering students are some of the most attractive candidates for top jobs in a range of industries from finance, to internet companies, and even retail.


In the City these “elite” roles are growing by the day but talent for these jobs is in short supply. This talent supply-demand gap has


made hiring managers look more towards “purer” academic students, particularly those in engineering with a strong mathematical basis, rather than those with more practical skills on their resumes.


But it’s not just in the city or in Silicon Valley where engineering students are becoming so much in demand. There’s an increasing emphasis on numerical, analytical, modelling and computational skills including software engineering and data science in pretty much every domain. Since setting up ZLemma.com, an online service to help science, engineering and mathematics students identify jobs most suited to their


talents, I have spoken with recruitment teams at global banks, pharmaceutical firms and even global retailers who have requested our services. Whether it’s optimising manufacturing processes or supermarket layout or predicting shoppers’ behaviour, the skills of engineers in areas such as Numerical Analysis, Machine Learning and Data Structuring is allowing them to build models that make meaningful inferences from large and complex data sets.


As a mentor and tutor to students for a number of years I have seen first-hand the lack of awareness from graduates of the full range of career options open to them.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122