What Employers Who Hire Graduate Engineers Really Want

Recruiters reveal how chemical engineering graduates can stand out in applications, interviews and beyond

BREAKING into industry can feel daunting. To help graduates understand what employers value most, we asked recruiters and hiring managers from leading companies to share their advice – from tailoring CVs and preparing for interviews to demonstrating technical skills and extracurricular experience.

If you had one tip on how to stand out during the job application process, what would it be?

Colette McLaughlin, EDF Energy: Tailor your CV for the role you are applying for. Think about what experiences and skills could relate to the criteria in the advert and highlight experiences that fulfil that. For example, if I’m looking for a system design engineer to join the team, I look for key experiences like producing P&IDs, process design, equipment sizing calculations etc. That would attract me to a CV and push them on to the interview stage.

Cathy Gillett, United Utilities: Be yourself and talk about what you know. Talking about topics and experience you are genuinely passionate about will then be more convincing and engaging.

Talking about topics and experience you are genuinely passionate about will then be more convincing and engaging

Brendon Hausberger, Holland and Hausberger: I look for candidates who have a clear practical understanding of the basic chemical engineering principles such as mass and energy balances and who show an understanding of how those apply to real world processes and equipment design.

Scott Oliver, bp: Don’t fall into the trap of thinking you can have one perfect CV that works for every application.

Ahmed Halilu, Universiti Malaya: Create a one-page, role-tailored “evidence brief”. Mirror the job description with a mini case: 1) the problem, 2) your approach (3 bullets), 3) quantified results, plus a link to a repo/slide showing the artifact; this proves you can do their job and instantly lifts you above generic applications.

What are the top three qualities or skills you look for in a chemcial engineering graduate when hiring?

Gary Callachan, RSE: Attention to detail, technical competence and ability to fit into a dynamic/changing team.

Adrian Finn, Costain: Solid performance across the degree course, an interest and aptitude in process engineering design and enthusiasm and interest in being challenged.

Brendon Hausberger: I look for initiative (proactively engaging towards solutions), a willingness to learn (extending your knowledge to new areas), and accountability (being willing to admit failings and learn from them).

Scott Oliver: The top qualities I look for are someone’s ability to get along with others, someone’s ability to get along with others, and someone’s ability to get along with others. Technical tasks can be taught, but the ability to get along with others cannot.

Ahmed Halilu: 

1. First-principles problem solving and engineering judgement: strong grasp of M&E balances, thermo, transport, unit ops, and the ability to turn messy constraints into a workable design or fix.
2. Process-safety mindset and operational awareness – instinct for hazards, relief/containment, PFD/P&ID literacy, and thinking in systems (startup/shutdown, controls, MOC).
3. Data and tools fluency and communication – comfort with Aspen/HYSYS (or DWSIM), basic controls, and Python/Excel stats to quantify impact, then explain it clearly to operators and managers.

Nick Southam, AtkinsRealis: Keenness for the role is essential. Secondly, solid technical knowledge of the fundamentals and thirdly, honesty. By this I mean, if you don’t know something just say so. Do not try and waffle or bluff your way through something; in high hazard industries we don’t want people who will pretend to know things they don’t.

What common mistakes do graduates make in job applications, interviews or assessment centres that hurt their chances?

Brendon Hausberger: The biggest mistakes I see are overselling your experience or knowledge, not having researched the company or worse having done so too superficially, and not being prepared for some fundamental questions related to the company’s area of operation. If it’s a design company, you need to expect some questions relating to design competency for example.

Colette McLaughlin: The amount of times I’ve asked a graduate to explain to me how a nuclear pressurised water reactor works in simple terms and they can’t answer astounds me! These are simple things that you can expect to be asked in an interview and can be easily learned/memorised from Wikipedia. So, think about the industry you’re applying for, guess the sort of basic tech question they may ask. For example, for nuclear, how does a PWR work? For oil & gas, how does a three-phase separator work?

Scott Oliver: The biggest mistake I see is not using the STAR technique to answer questions. Always respond to interview questions using the STAR technique: Situation, Tasks, Actions, Results. Explain the situation, what tasks you were assigned to do, what actions you completed, and what the results of those actions were. Interview panels at large corporations will award candidates numerical scores on how they apply the STAR technique to every question, and the candidates with the highest scores will advance in the recruiting process. This may not be fair, nor creative, nor worthwhile – but it’s a fact. Don’t get creative, don’t try to impress. Just answer the questions using the STAR technique and then stop talking. That’s how you get advanced.

Ahmed Halilu: Unrealistic thinking. Also, graduates often submit generic, duty-focused applications that don’t mirror the job description, quantify results, or follow basic instructions and clean formatting. In interviews/assessment centres they under-research the company, answer without structure (skip STAR), don’t clarify assumptions in tasks, and fail to show their individual contribution, measurable impact or thoughtful questions.

Paul Sharratt, Singapore Institute of Technology: Failing to read the job requirements and understand what the role entails. Not taking time to think when answering complex questions. Not remembering what they did in their design project (that one’s a fatal error for me). Saying their long-term ambition is to be a manager without knowing what a manager is.

Nick Southam: People that have obviously done no prior research about the role and industry they’re applying to is very common. I have had people apply for roles in nuclear who don’t even know whether existing UK nuclear plants use fission or fusion.

What extracurricular activities do you value?

Brendon Hausberger: I look for potential hires who have an interest outside of their professional area, especially one that makes them healthier, mentally or physically. For example, hiking, gymming or a martial art all speak to how the person handles their stress and keeps themself balanced.

Cathy Gillett: Teamwork of any sort. Plus, evidence of taking initiative and leadership (eg organising university trips, being student ambassador, volunteering).

Scott Oliver: The specific activities aren’t as important as showing you can stick to things and improve over time. Leverage your experience in team sports to show you’re a team player or use individual activities to show you can learn new things, set goals and get better.

Jasmine McNaught, Nestle UK: Teaching opportunities; working directly with kids or older people; practical skills or crafts; something where you can demonstrate a level of project management.

Paul Sharratt: Anything done with passion.

Nick Southam: I wouldn’t say that there’s any one particular extracurricular activity that I value, but it’s definitely good to mention some. I need to be able to imagine working with a person and having some non-work-related conversations.

Emma Dziegiel, Johnson Matthey: Firstly, it’s good to have some! The company are interested in you as a person and extra curriculars are a good way to get a sense of who a candidate is. It’s also good to see activities which show achievements or self-development, and if you’ve got leadership experience through extra curriculars then put that in there too.

What technical skills or software knowledge do you expect new graduates to have mastered?

Adrian Finn: New graduates should be comfortable with Word, Excel, PowerPoint etc, plus chemical engineering software for process simulation, and drawing via such as AutoCad. I would want graduates to talk me through the use of AI and even how they may be able to take a lead in educating current staff.

Richard Smith, 2M Holdings: On technical, it will be everything in their degree course and more importantly how they think they will fit into the business. Software is a moving platform, so it depends on the role but generally, all Microsoft Office [now Microsoft 365] tools and any AI systems.

Colette McLaughlin: Base principles of mechanical or control design depending on the role, so thermodynamics, heat transfer, fluid mechanics etc. In terms of software, the tools I use are mainly in-house built (so unlikely you have seen them) but experience with tools like Excel, OpenModelica, Flomaster, Ansys and Aspen are good foundations.

Cathy Gillett: Process and environmental treatment and technology knowledge/awareness. Some process modelling experience. Core chemical engineering skills such as fluid flow, mixing and mass/energy balances. Good ability with Office IT tools, especially Excel and data manipulation.

Scott Oliver: If you aren’t a power user of the MS Office tools, make becoming one a priority. One of the biggest surprises with new graduates is their lack of general computer skills. This is counterintuitive considering new graduates are meant to be among the most tech-savvy generation ever, but it’s a hard truth.

Jasmine McNaught: P&ID development; Microsoft Office skills; some knowledge of SAP or similar; some knowledge of analytical tools; problem-solving tools.

Paul Sharratt: Basic Office software is a must. At least one programming language at a moderate level. All of the core chemeng concepts and topics should be there – H&MB, reactions separations, fluid flow and first law thermo. They’re all fair game for technical interviews.

Nick Southam: This would be quite a long list but an understanding of hydraulics, pump sizing, heat exchanger sizing and separation processes is a very good start.

Emma Dziegiel: As a graduate we’re not expecting you to have any skills mastered, but make sure you understand chemical engineering fundamentals. Being familiar with software that you will need for your role (eg, HYSYS) is useful, but don’t worry about being an expert, you’ll be taught how to use it more on the job.

Is there anything I should educate myself about outside of my university course that would improve my chances of being hired?

Gary Callachan: Water industry/stresses and related environmental and policy challenges, UN sustainability goals and UK government policy on water.

Richard Smith: Depending on the business, general interest in geopolitical, economic and social trends which would impact a business.

Brendon Hausberger: Find out about the company you are interviewing for. What are their main activities and area of operation? Are there any projects recently completed relevant to the role you are interviewing for?

Cathy Gillett: A broad understanding of the sector you are applying to and their technology (in our case the water sector, water treatment and environmental regulation). Try to also understand wider stakeholders and customers and any current areas of challenge. Also explore any new initiatives that a company or associated groups might be doing to address issues faced.

Paul Sharratt: Learn another language – at least the basics. The chemical sector is global so demonstrating that you can go beyond speaking English slower and louder is positive. Some awareness of current affairs, the history and nature of the company location. Basic general knowledge is valuable – it lowers the risk of saying something dumb.

Emma Dziegiel: Make sure you’ve done research on the company you’re applying for. Not just on their website but have an idea of what’s going on in the news with both this company and wider chemical industry. It’s also important to have cultural awareness and understand the importance of both diversity, inclusion and belonging, and having good interpersonal relationship management.

How can I demonstrate problem-solving skills during an interview?

Cathy Gillett: Analyse the information given in the question and seek clarification if any doubts. Ideally come up with a range of options which should consider wider implications. Then maybe share brief pros and cons of each (if time allows) and suggest the best way forward. Some techniques like the STAR approach can be used to mentally structure your response. Be careful not to ramble.

Paul Sharratt: By solving problems! Expect that you will be asked to solve a technical problem relying on both the basics of the topic and the ability to organise them. Remember that the interviewer is often looking more for your approach than the answer. If the answer is not clear, then brainstorming out loud is a good space filler while you think. Just like an exam there is credit for showing your working!

Emma Dziegiel: Have a couple of examples of creative problem solving as part of your university career following the STAR format ready to go. Also make sure you can communicate your thoughts in a technical exercise in a logical way. Often the interviewer isn’t looking for you to know the answer to the question straight away but wants to see your thought process or communication skills.

Do you have advice for students from underrepresented backgrounds trying to break into industry?

Brendon Hausberger: Fortunately, the engineering space has, at least in our environment, become a lot more welcoming and diverse. I would advise any candidate to not feel you have to prove you are better because you are underrepresented, but rather to focus on presenting your skills and strengths.

Cathy Gillett: Ask if there are any diversity and inclusion policies, mentoring schemes or internships that are accessible. Share what you have done to help other under-represented students or communities. For example, being ambassadors or volunteers in your local school, college or community for your specific culture or location.

Emma Dziegiel: Look to see if there are any schemes companies are running to support candidates from underrepresented backgrounds. For example, Johnson Matthey takes placement students as part of the Broadening Horizons scheme run by the RSC, and this also offers chemical engineering internships. Aiming to get a placement year whilst at university will also help support applications for permanent roles.

Any other advice?

Emma Dziegiel: The assessment process gives an opportunity for both the employer and employee to learn about each other. Go into interviews with questions that help you assess whether you wish to work for this employer.

Paul Sharratt: Money isn’t everything. If you don’t like the people or don’t think the job is something you could enjoy, a higher salary won’t help.

Brendon Hausberger: Many new graduates feel they need to impress you with how smart they are. For me I would rather hire a graduate who is aware of their limitations and need to learn and is willing to do so than an overconfident one who will make mistakes because they don’t know what they don’t know.