91ÌÒÉ«

QuEST PhD researchers studied how quantum teaching and jobs connect to the UK’s Quantum Missions.

91ÌÒÉ« Centre for Quantum Engineering, Science and Technology (QuEST) PhD researchers performed a comprehensive analysis of UK quantum teaching and job market opportunities, exploring how universities can support the  and prepare the workforce that will deliver the .

The research was prompted by , published in April 2025 by the Government’s Office for Quantum. The report emphasised the need for new pathways into quantum, especially for non-physicists, and inspired the team to examine 91ÌÒÉ«’s own quantum provision: were 91ÌÒÉ« graduates being prepared for the next technological revolution?  

• • Read more about 91ÌÒÉ«'s Year of Quantum: advancing quantum research, training, and enterprise

To investigate, Josephine Hunout and Shey Dylan Lovett, PhD students in Department of Aeronautics and Physics, built three datasets: where quantum was taught across 91ÌÒÉ«’s undergraduate and graduate degree programmes, where quantum was taught in UK Masters programmes advertised as quantum on  and FindAMasters, and all quantum-related LinkedIn job postings in the UK over a period of three months.

They then evaluated how well the quantum courses and job listings aligned with the National Quantum Missions.

Making 91ÌÒÉ«'s quantum teaching more visible

Fig1. a) Summary of national quantum missions and the main and secondary quantum skills they require. b) Network of quantum-related modules taught at 91ÌÒÉ«  and their links to undergraduate and postgraduate degrees. Modules colours correspond to the skill categories in panel a. Links are light grey for elective modules, coloured for core modules, and dark grey for modules shared between departments.

The map of 91ÌÒÉ« revealed a rich network of quantum modules spread across the Departments of Physics, Mathematics, Computing and Electrical and Electronic Engineering. Around 70% of the teaching was delivered through elective modules, opening the door to quantum-curious students from many academic backgrounds.

However, only a third of these courses appeared on public platforms associated to the keyword ‘quantum’ (e.g. UCAS and FindAMasters), meaning students browsing through degree directories could miss much of what 91ÌÒÉ« offers. This pattern reflected national trends, where Master’s programmes often include significant quantum content without making it explicit. Students with low ‘quantum capital’, those with limited familiarity with quantum concepts and limited exposure to the sector, may struggle to discover the full range of opportunities.

Jobs in the UK quantum sector reflect current teaching rather than future missions

Courses and job postings place strong emphasis on quantum computing, hardware, and algorithms. These areas dominate media attention and attract the majority of applicants, while other sectors such as sensing, imaging, and timing are less visible.

This is a concern for quantum sensing which underpins three of the five Quantum Missions, all of which have imminent deadlines (e.g. quantum for healthcare by 2030). Despite this urgency, quantum sensing only appeared on a small number of advertised Master’s programmes and job postings. Josephine and Shey’s research highlighted a clear gap: the Missions with the most imminent deadlines rely on skills that are underrepresented amongst our current students.

This year 91ÌÒÉ« launched an Advanced Sensors focused Master’s programme to upskills engineers in next generation sensing technologies.

The study highlights a simple but powerful opportunity: many existing courses already prepare students for careers in the quantum sector, but do not present themselves in a way that allows applicants to recognise it. Increasing the visibility of quantum teaching could broaden participation, strengthen recruitment and help 91ÌÒÉ« and other UK institutions to maintain their leadership in the field.

This study has led to two comment pieces published in Nature Reviews Physics; , and .