More than just a scientist
5th December 2025
Why early-career scientists should pause, reflect and log their transferable skills
When a friend asked me recently: “What skills have you developed as a lecturer?”, I froze. We were mid-conversation and I felt exposed. I mumbled something about “teaching and admin”, and changed the subject. But inside I was kicking myself. Why couldn’t I name the skills I use every single day?
That awkward moment lingered, so I spoke to the Early Career Lecturer community (ECLBio) about their skills. I realised how many of us struggle to find the time to reflect on what we do. Between lectures, meetings, student support, research and admin, we are constantly acquiring and applying new skills. But we are also often rushing – too busy reacting to pause and reflect.
I started to pay more attention to my day-to-day tasks. When I co-led a module revamp I realised how much strategic thinking and project management it involved. It is not just ‘teaching delivery,’ it is coordination and leadership. Another ECLBio member had recently adapted content for outreach events, using scientific communication skills to ensure clear, engaging delivery.
Talent show
We often take it for granted that designing studies, analysing data and interpreting results is just part of the job. However, these skills underpin roles far beyond academia, from data science to consultancy to public policy. Similarly, writing journal articles or conference abstracts might feel like a slog at times, but it has sharpened my ability to write persuasively, structure arguments and make complex ideas accessible. These skills matter.
I imagine you can reel off numerous times when deadlines clash, tech fails or plans change at the last minute, requiring agility and problem solving. When grant applications are rejected, or papers need a fourth revision, we find the energy to try again. That resilience is fundamental to success in any workplace. Leadership also emerges as we support students, chair meetings or mentor peers. We might not have ‘head of’ in our titles, but we lead through action, influence and initiative.
Ultimately, early-career academics are quietly developing a suite of highly transferable, highly marketable skills. We just don’t always know how to name them.
Big up your skills
Why does this matter? Because your future – whether it is in academia or not – depends not just on what you’ve done, but on how well you can articulate how you do it and the skills you have built. Whether you are applying for promotion, funding, or a job in a different sector, being able to say: “Here’s what I bring to the table” – clearly, confidently – is powerful.
That is why I encourage you to create a simple skills log and reflect using the challenge, action, result CARR (challenge, action, result, reflection) method to record examples in a meaningful way. Take 10 minutes at the end of each month to jot down what went well and what you learned. Use your annual review as a chance to map out the skills you have developed and ask for support to build the ones you want to grow. You are building an incredibly versatile toolkit, and one that holds more value than you likely realise.
So the next time someone asks what skills you have developed, take a breath. Think of the times you have solved problems, written persuasively, managed competing priorities, communicated across boundaries and bounced back from setbacks. You have a wealth of transferable skills. Don’t just develop them – own them.
Beth Lawry MRSB is a lecturer at Newcastle University and chair of the HUBS ECLBio group.
Chinedu Agwu is a lecturer in biosciences at Brunel University and a member of the HUBS ECLBio group.
