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Analytics in the German chemical and pharmaceutical industries

   This article is concerned with the status and image of
analytics in the chemical and pharmaceutical industries.
It also covers the division of analytical services and
analytical research between industry and universities,
the training of graduate employees and their career
development, and the expectations placed by industry on
higher education institutions. The article is based on the
results of a survey of nine German chemical and pharmaceutical
companies1 in which managers with responsibility
for analytics gave their opinions on the various
subjects addressed below.
    Analytical problems in the chemical and pharmaceutical
industries are both ubiquitous and extremely
diverse. No product leaves a production facility without
being subjected to analytical controls at least once. Research
on new products and methods, process monitoring,
and product quality are inconceivable without
suitable analytical techniques. New products can no
longer be approved or licensed for the market without
extensive accompanying analytical data. Processing
customer complaints and compensation claims also require
analytical expertise. Demonstrating compliance
with the statutory environmental requirements of sustainable
development programs is another example of
the many areas in which chemical and biochemical
analyses now play an indispensable part.
The economic significance of analytics is correspondingly
great. Ten years ago, the chemical analyses
market in Great Britain alone was worth about 11 billion
euros.2 Rough estimates submitted by the companies
who responded to the survey showed that these
companies employ about 8,000 people in Germany in
analytics, quality control, and quality assurance
(approximately 5% of the total workforce); of these,
around 800–1,000 have a higher education qualification.
Current standing and image of chemical analytics
The survey showed that chemical analytics is unanimously
regarded by companies as a fundamental scientific
discipline with cross-enterprise functions to which
considerable importance is attached. The data and
information supplied by the analytics laboratories form
the basis for decisions that can be of immense economic
or environmental consequence. A powerful analytical
division is therefore a critical success factor for a
chemical or pharmaceutical company and is regarded as
both a service provider and a problem solver. However,
only at a few pharmaceutical, crop protection, and
biotech companies does analytics enjoy the status of a
core business competency, providing not only support
services, but also engaging in research and development
work. It is predominantly in the chemical industry that
analytics has undergone the transformation from a more
R&D-oriented science to a pure service provider whose
image and standing, particularly in the commodities
sector, is erroneously perceived to be lower than other
service areas such as logistics. Although analytics today
has to cope with enormous time and cost pressures, its
higher manpower requirements mean that it still mistakenly
seen as a cost driver. In fact, the costs of analytical
services in R&D and in production are often far
less than 5% of total costs.
The analytical technology in use and the degree of
automation are tailored to the type of analytical problem
being addressed. If innovation and time-to-market are
critical factors in business, the analytical equipment used
will be state-of-the-art or better. The degree of automation
is highest in areas where routine analyses are performed.
In the analysis of raw materials and feedstock,
however, increasing use is now being made of supplier
resources or the services of contract laboratories.
K.-P. Jaeckel
BASF AG, ZHV-B 009, 67056 Ludwigshafen, Germany
E-mail: klaus-peter.jaeckel@basf-ag.de
1Altana Pharma AG, Aqura GmbH, Atotech Deutschland GmbH,
BASF AG, Bayer Industry Services, Henkel KgaA, Merck KGaA,
Schering AG, and Wacker-Chemie GmbH
2Perry D, Ray J (2000) Chemistry Industry, pp 496–497
Anal Bioanal Chem (2005) 381: 30–32
DOI 10.1007/s00216-004-2934-1
The organizational structure of analytical activities
varies from company to company and has a critical
influence on the way in which analytics is regarded
within a particular company. While pooling analytical
activities in large central units can raise their status, if
customer orientation suffers as a result, this can lead to a
deterioration in service performance (e.g., time and
costs). Small units focused on special analytical problems
work fast and efficiently, but they also tend to be
rather inconspicuous and therefore often go unnoticed
by management. The propensity of analytical scientists
to create small autonomous ‘‘islands of expertise’’ often
inhibits the formation of more powerful centers that can
exploit potential synergies and that would have a higher
standing within the company.
Analytics in industry and higher education
As mentioned above, analytics in today’s chemical
industry is primarily a support service. The division
between application-based analytics in industry and
analytical research at universities is therefore absolutely
essential. Industrial laboratories make use of all aspects
of instrumental analytics to solve application-specific
problems. Companies are not seeking to invent completely
new analytical techniques, but will develop
existing methods if this is necessary when tackling particular
problems. Wholly new approaches are likely to
occur only in the automation of analytical (sub-)processes,
when no suitable solution is available commercially.
However, priority is given to optimizing
analytical procedures in terms of quality, speed, and
costs.
The development of fundamentally new analytical
technologies and methods is the task of universities. In
addition to teaching and training, the universities develop
the theoretical basis for a better understanding of
existing or new analytical methods. Universities and
industrial companies should maintain close contacts
with one another and should make use of collaborative
opportunities, since these can help to ensure the practical
relevance of academic developments.
Education and training of analytical personnel
Solving the analytical problems faced in industry requires
not only well-trained laboratory technicians, but
also skilled university graduates. Currently, preference is
given to Ph.D. chemists when appointing key analytical
personnel, as they have a solid understanding of organic,
inorganic, and physical chemistry. In major companies
in the chemical industry, limited recruitment opportunities
also exist for Ph.D. physicists, food chemists, and
graduate engineers from German Fachhochschulen
(University of Applied Science). Besides having a sound
understanding of the fundamentals, recruits are expected
to be skilled in a broad range of analytical methods and
to have good chemical insight. The need for highly
qualified analytical specialists is principally found in
areas where the analyses are closely associated with research
and development work. Specialization generally
takes place during the period of doctoral research.
Chemical analysts with specialist knowledge are preferred
for work in structural determination (e.g., spectroscopy
and spectrometry), elemental analysis,
bioanalytics, and solid-state and surface analytics.
From an industrial point of view, the university
education received by students in analytical science is
more method-focused and less practically or problemoriented.
Furthermore, the fragmentation of analytical
activities in universities means that there continues to be
a lack of in-depth knowledge of instrumental analytics,
and a deficiency in interdisciplinary networking with
other neighboring fields such as biology, physics, automation,
and, especially, data processing and data validation
as required in industrial quality management.
Career possibilities in industry
As a rule, an analytical scientist is appointed as a laboratory
supervisor with responsibility for certain welldefined
tasks in different areas of industrial chemical
analysis. In contrast to most research chemists, analytical
chemists will tend to become specialists in their
particular area and will remain in their positions for
longer. Depending on the size of the organizational unit
and company for which they work, analytical scientists
can make an upward career move to become a group or
departmental head. In some companies, there is also the
possibility of pursuing a career as a scientific expert
(‘‘fellow’’). Analytical chemists who are generalists can
be thought of as being similar to research chemists and
can, after a suitable period of time, switch to operative
areas like production, marketing, or logistics, move to
the patent department, work in quality assurance, or
take on a staff management function, developing their
career from there.
Expectations placed by industry on universities
Status of analytics in German universities
The elimination of the chairs of chemical analysis at a
number of German universities has diminished the
standing of analytics. Very often, chemical analytics is
merely an appendage of the established chemical
departments. Analytics is frequently regarded as simply
‘‘a tool that anyone can learn to use’’ and exists in the
shadow of the main chemistry departments. Students
often miss out on the scientific progress in fundamental
analytical research, and the education they receive in
chemical analytics is often unsatisfactory. If this trend
31
continues, the training of highly qualified analytical
scientists and the teaching of analytical knowledge and
skills will only be possible to a limited extent.
The companies that contributed to the survey were
unanimous in calling for the teaching of chemical
analysis at German universities to be strengthened and
would welcome changes that would place analytics on
the same level as other major areas of chemical research.
The survey recommends the creation of eight
to ten analytics centers at German universities, each
with at least two professorships and each focused on
different areas of analytical research. To ensure adequate
training in chemical analysis as part of a normal
chemistry degree, all universities should have at least
one professor of analytics. In addition to developing
fundamental aspects of the subject, research projects
should be of practical relevance to industry. Should
such centers be established, it will be important to
emphasize their interdisciplinary function. The objective
of these new academic structures is to reflect and
take into account the growing importance of analytics
in many areas of life. The proposals aim to provide a
sustainable framework for educating and training new
generations of highly qualified analytical scientists for
careers in industry and higher education as well as
promoting high scientific standards.
Expectations on future university teachers
University teachers of chemical analysis are interdisciplinary
generalists who are able to integrate and
consolidate analytics across a very broad range of
subjects. They must have a broad knowledge of their
field, a transdisciplinary focus, and an appreciation of
practical problems in industry. They must be able to
convey to their students knowledge drawn from
neighboring and related fields.
The ‘‘new’’ professor of chemical analysis will teach
problem-solving strategies using an integrated network
of analytical methods, must be willing to take risks
when tackling new ideas, and will take economic
considerations into account when purchasing new resources.
He or she must be able to inspire students
and present their research results to a wide public in
an understandable way. They must be receptive to
collaborative projects with the chemical industry and
equipment manufacturers, and be willing to incorporate
problems of practical relevance into their research
and teaching. Professors of analytical science will
support industrial internships for their students and
encourage the temporary use of industrial laboratories
for undergraduate and graduate research projects.
Increasingly, university teachers are being expected to
convey not only technical expertise, but social skills as
well. Analytical thinking, the ability to collaborate
with others and to communicate and work within a
team, the ability to understand and appreciate the
position of others, and leadership potential are all
essential skills that university professors should possess
and ones that they should also encourage in their
students. In this kind of learning environment, students
will become used to working in multinational
teams—another factor that will facilitate their later
transition to the workplace.
Analytical scientists with bachelor’s
and master’s degrees
The three-tier B.Sc., M.Sc., and Ph.D. system is a de
facto worldwide standard. It promotes the mobility of
students and improves the chances of German universities
when competing for the most talented students.
The question whether universities should offer a
bachelor or master of science in pure chemical analysis
was rejected by the majority of respondents to the survey.
Given the current uncertainty regarding the B.Sc.
qualification in Germany, it is difficult to make any
conclusive statement regarding job opportunities in
industry. The trend in the large chemical companies,
however, is to give preference to qualified chemical lab
assistants and chemical technicians over graduates with
a bachelor’s degree. Those holding a bachelor’s qualification
are generally regarded as being in competition
with graduate engineers from German Fachhochschulen
and represent a real alternative for smaller laboratories
and medium-sized companies. An M.Sc. is treated as
equivalent to a German Diplom qualification. However,
subsequent postgraduate research leading to a Ph.D. is
(still) regarded as obligatory.
Klaus-Peter Jaeckel is the head
of the Competence Center Analytics
of the BASF Group in
Ludwigshafen. He is board
member of the Division Analytical
Chemistry of the German
Chemical Society and of EUROLAB/
Deutschland and a member
of the General Assembly of
EURACHEM Europe. He is
also member of the Scientific
Board of the Deutsche Akkreditierungsstelle
Chemie
(DACH) in Frankfurt and of
the Bundesanstalt fu¨ r Materialfoschung
und—pru¨ fung (BAM)
in Berlin. He has initiated the
German Industrial Forum of Analytics, where analytical knowledge
transfer takes place. He has been an honorary professor at the
University of Tuebingen since 1997.

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