Teaching and Learning > PROJECTS
Religious Studies: Student Employability Profiles: Template
The template seeks to capture key behavioral indicators or criteria identified within the subject benchmark statements. It cross references these with the competencies identified by members of the CIHE Employers Forum as being the attributes/qualities that are the key components they have observed in those individuals who can transform organisations and add value early in their careers (see the report Graduates Work by Professor Lee Harvey, CIHE 2001
| Cognitive Skills | Generic Competencies | Personal Capabilities | Technical Ability | Business and/or Organisation Awareness | Practical and Professional Elements | |
|---|---|---|---|---|---|---|
| Subject Benchmark Indicators | The ability to identify, and solve problems, work with information and handle a mass of diverse data, assess risk and draw conclusions | High level and transferable key skills such as the ability to work with others in a team, communicate, persuade and have interpersonal sensitivity | The ability and desire to learn for oneself and improve one's self-awareness, emotional intelligence and performance. To be a self-starter (creativity, decisiveness, initiative) and to finish the job (flexibility, adaptability, tolerance to stress) | For example, having the knowledge and experience of working with relevant modern technology | An appreciation of how businesses operate through having had (preferably relevant) work experience. Appreciation of organisational culture, policies and processes. | Critical evaluation of the outcomes of professional practice, reflect and review own practice participate in and review quality control processes and risk management |
| One or more religions, ancient or modern, including the origin, history and developed or present character of each | Analysis, judgement | Professional expertise | ||||
| The reading, analysis and interpretation of texts, sometimes in the original languages, particularly texts that have been sacred to one or more practicing communities. This study will often focus both on the historical context which generated the text(s) and on hermeneutical questions concerning its (their) meaning and application for the appropriate community of believers in the present, or for other readers today | Analysis, judgement | Decisiveness, achievement orientation | Professional expertise | |||
| Engagement with some of the major religious thinkers, prophets, teachers, ascetics, mystics, healers, or leaders through their extant work or subsequent influence | Analysis, judgement, attention to detail | Interpersonal sensitivity, listening, questioning | Initiative, achievement orientation, organisational sensitivity | |||
| The application of a variety of critical methods of study, often adapted from those of other disciplines in the humanities and social sciences, to the study of texts, practices, religious communities as social and cultural entities, or their diverse art forms | Analysis, judgement | Interpersonal sensitivity, listening, questioning | Organisational sensitivity | Organisational understanding | ||
| The history of the particular discipline(s) covered by the programme, including the major theories, movements and thinkers | Analysis, judgement, attention to detail | Professional expertise | ||||
| Ethics, morality, and values. All religions have certain expectations in these areas, and the student will include them in the study along with other aspects of the religion. Even if the religion is studied only historically, the values and problems for living as an adherent of the religion do not go unnoticed by the student | Interpersonal sensitivity, listening, questioning | Adaptability/flexibility | ||||
| The ability to understand how people have thought and acted in contexts other than the student's own, how beliefs, doctrines and practices have developed within particular social and cultural contexts and how religious traditions have changed over time. ( A degree of 'cultural shock' may be involved in study of the past, as well as in the encounter with the beliefs, doctrines and practices of contemporary others) | Analysis, judgement | Interpersonal sensitivity, listening, questioning | Organisational sensitivity, decisiveness, adaptability/flexibility | |||
| The ability to read and use texts both critically and empathetically, while addressing such questions as genre, content, context, perspective, purpose, original and potential meaning, and the effect of translation if the text is not read in the original language | Analysis, judgement | Interpersonal sensitivity | Life long learning and development, personal development, creativity, initiative | Professional expertise | ||
| The appreciation of the complexity of different mentalities, social behaviors and aesthetic responses, and of the ways they have been shaped by beliefs and values, and conversely how beliefs, sacred texts and art forms have been shaped by society and politics | Analysis, judgement, attention to detail | Interpersonal sensitivity | Decisiveness | |||
| Sensitivity to the problems of religious language and experience, and to the issues of multiple and conflicting interpretations of language and symbols, texts and traditions. Simplistic, literalising or doctrinaire explanations are less likely to be advanced by a student of TRS | Analysis, judgement | Listening, questioning | Decisiveness, adaptability/flexibility | |||
| Appreciation of both the interconnectedness of and internal tensions within a system of beliefs and practices | Analysis, judgement | Interpersonal sensitivity. | Organisational sensitivity, decisiveness | Process operation, organisational understanding | ||
| Basic critical and analytical skills: a recognition that statements should be tested, that evidence and arguments are subject to assessment, that the interpreter's role demands critical evaluation | Analysis, judgement, attention to detail | Interpersonal sensitivity, listening, questioning | Decisiveness, initiative adaptability/flexibility | |||
| The ability to employ a variety of methods of study in analysing material, to think independently, set tasks and solve problems | Attention to detail, analysis, judgement, planning and organising | Adaptability/flexibility | Process operation | |||
| The capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue with respect for the opposite case or different viewpoint | Working with others, listening, questioning, influencing, interpersonal sensitivity | Organisational sensitivity, adaptability/flexibility | ||||
| The course of study will foster the following generic skills in students: empathy and imaginative insight, self-discipline, self-direction, independence of mind and initiative, ability to attend to others and have respect for others' views, ability to gather, evaluate and synthesise different types of information, analytical ability and the capacity to formulate questions and solve problems, presentation skills, both oral and written, IT skills, including word-processing, communicating by email and using the web, accessing information from electronic as well as non-electronic sources. It will endeavor to develop teamwork skills, writing skills, including accurate referencing and clarity of expression, the ability to attend closely to the meaning of written documents and the ability to read texts in a different language | Analysis, judgement, attention to detail, planning and organising. | Interpersonal sensitivity, listening, questioning, written communication, working with others, teamwork, influencing | Initiative, achievement orientation, organisational sensitivity, creativity, adaptability/flexibility, life long learning, personal development, leadership | Technical knowledge, technical ability | ||
| Professional Factors | ||||||
| Employment | ||||||
| Work Experience |
This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.
