Teaching and Learning > PROJECTS
Religious Studies: Student Employability Profiles: For Undergraduate Students
It is widely accepted that developing skills that can be used in a future career is important for undergraduates, whatever the discipline. Past graduates in Religious Studies have made their mark in a whole range of careers, including Law, and Education as well as in many fields in public service and business. Having a good degree can make a real difference, particularly in the early years of working. But professional success also lies in being able to apply a range of skills fostered at university and beyond. Religious Studies graduates are highly employable when they are able to maximise the benefits of their academic study with skills both common to other subjects and also distinctive to Religious Studies.
This employability profile is a way to help you as a Religious Studies student to reflect on the skills you are gaining and to gather evidence of these skills being put into practice. Evidence can come from study but also from work experience and extra curricular activities. Your own profile can help in turn with writing up Progress Files or personal development planning, C.V. writing and job applications.
Career opportunities for Religious Studies graduates are many and varied, often in roles that bear no obvious relation to the study of Religious Studies. In these circumstances, there is a high priority to be able to demonstrate sound personal transferable skills of value to employers. Even for those that embark on careers with some relationship to Religious Studies, perhaps in Social Care, Law, Communication, Media and education, there are likely to be radical job changes from time to time in the future. So for all students, employability matters.
1. Religious Studies - Employability Skills
Students of Religious Studies are drawn to the subject not least because it is both dynamic and diverse. Many changes and new developments have taken place in this field over the last century, with a strong focus on ethics, spirituality, power and diversity influencing individuals and institutions alike on a global basis.
Religious Studies students develop strong skills in engaging with the issues raised by clashing belief systems and understand how the conflicts that arise out of this may aide the interests of those engaged in power struggles. They are able to critically analyze and evaluate the solutions put forward for resolving these conflicts.
The main employability skills and aptitudes a graduate develops through the study of Religion are set out below.
- Religious Studies students develop an analytical approach to problems, thinking strategically rather than just tactically and are able to formulate persuasive arguments to guide problem resolution.
- The strong emphasis on analysis and critical reasoning skills develop through the study of this subject, coupled with highly developed research skills, enables Religious Studies students to work comfortably with abstract and conceptual ideas.
- Through the understanding of the power of moral authority, Religious Studies students develop a strong sense of relationship management and leadership skills. They appreciate human diversity, cultural differences and the dynamics of fairness and social equality, enabling them to better understand both sides of an argument in order to negotiate to resolve conflict.
- Religious Studies students also understand the impact of conflicting ideologies and the difference between ethics and expedience.
These quite special skills and attributes make the Religious Studies student a very desirable employee in an organisation that is confronted on a daily basis with global demands and local issues.
Add to this the generic skills of time management, planning and organising, information gathering skills, intellectual curiosity and the ability to set personal and work goals, well developed written and oral communication skills and the belief in life long learning
Religious Studies students are well equipped to enter into many different and diverse occupations. These include careers in:
- Education;
- Research;
- Law;
- Journalism and the media;
- Social and pastoral care;
- Counseling, mediation and negotiation roles;
- Government;
- Prison Services;
- Project Management;
- Training and facilitation roles;
- Charity work;
- Personnel;
- Accountancy, and so on.
Some of the above will need either further academic or professional study and those deciding to go on to do a masters degree will find their highly developed research skills are well sought after in the employment field.
Whatever career a Religious Studies student chooses they are well equipped to cope with the challenges the ever evolving employment market may put there way and with individual determination and drive, they will make a success of their chosen path.
The specific employability skills that can be gained by studying Religious Studies, as identified by the QAA Subject Benchmark Statements, are:
- 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.)
- 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.
- 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.
- 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.
- Appreciation of both the interconnectedness of and internal tensions within a system of beliefs and practices.
- 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.
- The ability to employ a variety of methods of study in analysing material, to think independently, set tasks and solve problems.
- 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.
- Empathy and imaginative insight.
- Self-discipline and 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.
- Teamwork skills.
- Writing skills, including accurate referencing and clarity of expression.
- Ability to attend closely to the meaning of written documents.
- Ability to read texts in a different language.
2. Employer Perspective
To help you see this from an employer viewpoint, here is a list of the qualities typically sought by employers and identified by employer members of the Policy Forum of the Council for Industry and Higher Education. They are the key components observed in individuals who can transform organisations and add value early in their careers.
- Cognitive Skills/Brainpower: The ability to identify and solve problems, work with information and handle a mass of diverse data, assess risk and draw conclusions.
- Generic Competencies: High-level and transferable key skills such as the ability to work with others in a team, communicate, persuade and have interpersonal sensitivity.
- Personal Capabilities: The ability and desire to learn for oneself and improve one's self awareness and performance. To be a self starter (creativity, decisiveness, initiative) and to finish the job (flexibility, adaptability, tolerance to stress).
- Technical Ability: For example, having the knowledge and experience of working with relevant modern laboratory equipment.
- Business and / or Organisation Awareness: An appreciation of how businesses operate through having had (preferably relevant) work experience.
- Practical Elements - Vocational Courses; Critical evaluation of the outcomes of professional practice; reflect and review own practice; participate in and review quality control processes and risk management.
3. Reflective Questions
Raising self-awareness is a prerequisite to building up life long learning capabilities. Many courses have key points during study when students are tasked with reflecting on and evidencing their achievements. The results can be fed into the writing of CVs and Progress Files. The following questions may be used by students, guided by tutors or lecturers, to help with reflection and evidencing. Students should also be encouraged to consider any work experience and or voluntary and extracurricular activities.
Students may use these questions in conjunction with the template when reflecting on skill development and undertaking personal development planning (PDP). The list is not exhaustive; it is designed to stimulate the student to reflect on the skills that they are practicing, to raise self-awareness and the ability to articulate these skills. Using this approach will also help students become familiar with competency based interviewing and assessment.
- Achievement Orientation
Maintains and inspires a results-driven approach, focuses on results and critical performance indicators. - Adaptability / Flexibility
Maintains effectiveness in a changing environment. - Analysis
Relates and compares data from different sources, identifying issues, securing relevant information and identifying relationships. - Attention to Detail
Accomplishes tasks through a concern for all areas involved, no matter how small. - Commercial Awareness
Understands the economics of the business. Understands the business benefits and commercial realities from all stakeholder perspectives (customer, supplier, employer, employee, shareholder etc.). - Creativity
Generates and/or recognises how best practice and imaginative ideas can be applied to different situations. - Decisiveness
Makes decisions and takes action. - Financial Awareness
Understands basic financial terminology used in organisations and is able to construct and maintain simple financial records. - Image
Presents a strong, professional, positive image to others at all times. This image is consistent with all people (colleagues, management and peers, customers etc.). - Influencing
Influences others by expressing self effectively in a group and in one to one situations. - Initiative
Identifies opportunities and is pro-active in putting forward ideas and potential solutions. - Interpersonal Sensitivity
Recognises and respects different perspectives and appreciates the benefits of being open to the ideas and views of others. - Judgement
Determines the most appropriate course of action and draws conclusions that are based on logical assumptions that reflect factual information. - Leadership
Takes responsibility for the directions and actions of a team. - Life Long Learning and Development
Develops the skills and competencies of self, peers and colleagues through learning and development activities related to current and future roles. - Listening
Shows by a range of verbal and non-verbal signals that the information being received is understood. - Organisation Understanding
Understands the organisation's work environment, internal politics, business objectives and strategy. - Organisational Sensitivity
Is sensitive to the effect of his or her actions on other parts of the organisation and adopts a mature, direct and up front style in dealing with conflict. - Personal Development
Maintains an up to date personal development plan and takes action to ensure personal development takes place. - Planning and Organising
Establishes a course of action for self and/or others to accomplish a specific goal. Plans proper assignments of personnel and appropriate allocation of resources. - Process Operation
Begins, controls and concludes a complete process or procedure. - Professional Expertise
Keeps up to date with developments in own areas of professional specialisation. Applies a breadth and/or depth of professional knowledge. - Questioning
Uses an appropriate approach to questioning in order to gain information from which to draw conclusions and/or assist in the making of decisions. - Teamwork / Working with Others
Builds and develops appropriate relationships with academic staff, peers, colleagues, customers and suppliers at all levels within an organisation. - Technical Application
Has experience of using modern technology. - Technical Knowledge
Develops and maintains a knowledge of key trends in technology. - Tolerance for Stress
Maintains performance under pressure and / or opposition. - Written Communication
Expresses ideas effectively and conveys information appropriately and accurately.
Achievement Orientation
Maintains and inspires a results-driven approach, focuses on results and critical performance indicators.
- Recall an important goal that you were set in the past. What strategies did you use to achieve it? What was successful?
- How do you meet tight deadlines?
- Thinking about a difficult task you were required to undertake, what extra effort did you exert to achieve the goals set and accomplish a task?
- Thinking about a time when you did not achieve a goal or meet a deadline, what did you do? What was the outcome?
- Can you recall a time when you were particularly effective on prioritising tasks and completing a project on schedule? How did you approach this and what was the outcome? What did you learn?
- Describe a project or idea that was implemented primarily because of your efforts. What was your role? What was the outcome?
- There are times when we work without close supervision or support to get the job done, think about a time when you found yourself in such a situation. What did you do? What was the outcome?
Adaptability / Flexibility
Maintains effectiveness in a changing environment.
- Consider a time when you had to adopt a new approach or style to accomplish a task. How did you manage the transition?
- Think about a situation in which you had to adjust to a colleague's working style in order to complete a project or reach your objectives. What did you do?
- What do you do when priorities change quickly? Thinking about an example of when this happened, what did you do? What was the outcome?
- Consider an example of an important goal that you set yourself in the past. Thinking about your success in reaching it, how did you approach it?
- Reflect on a situation in which you had to adjust to changes over which you had no control. How did you handle it?
- What tends to work with one person does not necessarily work with another. Think about a time when you had to be flexible in your style of relating to others. How did you vary your communication style with a particular individual? What was the result?
Analysis
Relates and compares data from different sources, identifying issues, securing relevant information and identifying relationships.
- When you have to analyse information and make a recommendation, what kind of thought process do you go through? What is your reasoning behind your decision?
- How do you ensure you have captured the key information from written or verbal information presented to you?
- What are your considerations when presenting a solution to a work issue?
- When presented with a problem, how do you go about finding a resolution?
- How do you deal with data from a variety of sources, to identify the key information?
- How would you identify appropriate data sources to inform your decisions?
- When presented with several points of view what do you do to ensure you reach the most appropriate conclusion?
- How do you distinguish between different types of information provided to inform your conclusions?
Attention to Detail
Accomplishes tasks through a concern for all areas involved, no matter how small.
- How do you deal with minor considerations as part of a bigger task?
- What level of feedback do you request from others on ideas or suggestion you have for a project?
- What checks do you put in place to ensure written work is correct?
- How do you ensure the facts that you have are correct and complete?
- When undertaking a specific project or task, how do you ensure details are not overlooked?
Commercial Awareness
Understands the economics of the business. Understands the business benefits and commercial realities from all stakeholder perspectives (customer, supplier, employer, employee, shareholder etc.).
- Consider a commercial activity you have been involved in, either paid work, voluntary work, participating in fundraising and so on. Think about the issues you have come across and how these might influence the wider activity. Do you look at this from one perspective, e.g. monetary, or do you take other elements into account such as marketing and selling and how these influence each other?
- When considering economic issues, do you consider business implications such as increased revenue/profit, decreased expenditure, increased productivity, and improved company image and market share?
- Have you ever identified a business opportunity? How did you go about it? What did you consider?
- How would you go about developing a business plan for e.g. getting a job? Do you consider the commercial constraints that might be applied when looking at salary?
- Do you analyse financial trends (e.g. income, spend, surplus, deficit) and forecast accordingly when setting your personal budget?
Creativity
Generates and/or recognises how best practice and imaginative ideas can be applied to different situations.
- Think about a problem that you have solved in a unique or unusual way. What was the outcome? Were you satisfied with it?
- When presented with a variety of different scenarios, what is your preferred course of action?
- How do you approach a conventional task?
- How do you attempt to break deadlock situations?
- We sometimes fail to consider new ideas because they seem untried and/or untested. Describe a time when you found yourself in a situation similar to this. What happened?
- What do you do to encourage self / others to think laterally and to generate ideas?
- How do you present an idea that you know may be considered unusual to your family / friends / lecturers / manager?
- Think about the most significant or creative presentation which you have had to complete. How did you approach it? What was the result?
Decisiveness
Makes decisions and takes action.
- When making a controversial decision how do you deal with criticism?
- How do you feel about making work commitments on behalf of other people?
- What do you do when something needs to be done but no one is there to give you guidance?
- How do you go about getting agreement to a new idea?
- How do you make a decision based on incomplete information?
- Whose needs are most important in the decision making process? How do you decide?
Financial Awareness
Understands basic financial terminology used in organisations and is able to construct and maintain simple financial records.
- How do you plan the costs of a project or activity?
- What financial aspects do you consider when setting up a project/activity? How do you measure that you are on target?
- How do you know what financial expectations/demands might be made in the life cycle of a project/activity?
- How might you control over or under spending on a project/activity?
- How do you go about managing your personal finances?
Image
Presents a strong, professional, positive image to others at all times. This image is consistent with all people (colleagues, management and peers, customers etc.).
- How do you present yourself when meeting people for the first time? What do you pay special attention to?
- How do you introduce yourself in social gatherings or new and different situations?
- What do you do to ensure people listen to your ideas?
- What do you reflect on at the end of the working day? Do you spend more time on what went well and why, or do you analyse the problems that occurred?
- How would the people you work with/your friends, describe you?
- How do you know when your boss and / or friends value your contribution?
Influencing
Influences others by expressing self effectively in a group and in one to one situations.
- Describe a time when you were able to convince a skeptical or resistant person to purchase a product or use your skills?
- Think about a specific instance in which you were able to encourage others to take a chance with a new idea or project. What did you do?
- Describe a situation in which you were able to positively influence the actions of others in a desired direction. How did you approach it? What happened?
- Consider a time when you used your leadership ability to gain support for what initially had strong opposition. What was the outcome?
Initiative
Identifies opportunities and is pro-active in putting forward ideas and potential solutions.
- What was the best idea that you came up with in your studies? How did you apply it? What was the result?
- Think about the last time that you undertook a project that demanded a lot of initiative. How did you approach it? What was the outcome?
- Recall a time when you had to use your verbal communication skills in order to get a point across that was important to you. How did you plan for this? What was the result?
Interpersonal Sensitivity
Recognises and respects different perspectives and appreciates the benefits of being open to the ideas and views of others.
- It is sometimes difficult to form an amicable relationship with new people. Think about an example of how you have coped with such a situation. What did you do?
- Give a specific example of a time when you had to address an angry colleague. What was the problem? What was the outcome? How would you assess your role in defusing the situation?
- Think of an example when you initiated a change in a process or operations in response to feedback. What happened?
- It is very important to build good relationships at work. Consider a time when you built a successful relationship with a difficult person. What did you do? What was the outcome?
- Being successful in a task/activity often depends upon having good relationships with others. Think about a time that you were able to accomplish a task because you had such a relationship with another person. How did this impact your work?
- Consider a time when you built rapport quickly with someone under difficult conditions. What did you do? What was the outcome?
- Consider the key ingredients in developing and maintaining successful formal/business relationships? Think about how you made these work for you. What was the situation? What outcomes did you achieve?
Judgement
Determines the most appropriate course of action and draws conclusions that are based on logical assumptions that reflect factual information.
- What approach do you use to provide a rational solution to a problem?
- How selective are you in the use of relevant, available information?
- When supporting your point of view, what are your key considerations?
- How do you react to complex information when trying to reach a conclusion?
- What information do you take into account before coming to a conclusion?
- What do you do if your course of action is not accepted?
- How do you react to having more than one solution provided to solve an issue?
- What do you do when other people put forward ideas to help solve problems?
Leadership
Takes responsibility for the directions and actions of a team.
- When working on a team project have you ever had an experience where there was strong disagreement among team members? What did you do?
- Describe your leadership style and give an example of a situation when you successfully led a group.
- Think about a time that you had to work on a team that did not get along. What happened? What role did you take? What was the result?
- Think about a time when you were able to build team spirit in a time of low morale.
- Think about a time when you were able to gain commitment from others to really work as a team.
- How have you recognised and rewarded a team player in the past? What was the situation? What did you do?
Life Long Learning and Development
Develops the skills and competencies of self, peers and colleagues through learning and development activities related to current and future roles.
- What have you done outside of formal study to develop your skills?
- Have you created a specific development plan? How did you identify your needs? What were the components of the development plan? What was the outcome?
- There are times when people need extra help. Think about an example of when you were able to provide that support to a person with whom you worked / studied. What did you do? What was the result?
- Think about a time when you had to accept change and make the necessary adjustments to move forward. What were the change / transition skills that you used?
- It is important to maintain a positive attitude at work when you have other things on your mind. Thinking about a situation when you were able to do that, what was the outcome?
- Keeping others informed of your progress / actions helps them feel comfortable. What do you do to keep your lecturer/supervisor advised of the status on projects?
- Think about a time when you took responsibility for an error and were held personally accountable. How did you feel? What did you do?
- When you have been made aware of, or have discovered for yourself, a problem in your work performance, what was your course of action? How did you resolve the situation? What did you learn?
- What have you done to further your own professional development outside of your formal studies?
Listening
Shows by a range of verbal and non-verbal signals that the information being received is understood.
- How do you ensure people know that you have taken account of their views?
- Think about a time when your active listening skills really paid off for you. What was the situation? What did you achieve?
- What have you done to improve your listening skills?
- Thinking about a situation when you had to present complex information, how did you ensure that the other person understood?
- Think about a recent successful experience in making a speech or presentation. How did you prepare? What obstacles did you face? How did you handle them?
- Consider a time when you were particularly effective in a talk you gave. What was different in making it effective?
Organisation Understanding
Understands the organisation's work environment, internal politics, business objectives and strategy.
- Describe how you are able to contribute to an organisation's / a job's goals. What are the goals/mission?
- How do you keep your knowledge up to date with the on going changes in the industry you are considering working in?
- Consider a politically complex work situation in which you worked? What did you do?
- How do you ensure you are familiar with the relevant internal processes of an organisation?
Organisational Sensitivity
Is sensitive to the effect of his or her actions on other parts of the organisation and adopts a mature, direct and up front style in dealing with conflict.
- Consider a time when you made an intentional effort to get to know someone from another culture. What did you do? What was the outcome?
- What have you done to further your knowledge/understanding about diversity? How have you demonstrated your learning?
- Consider how your values and beliefs impacted your relationships with others. How do you know?
- What measures have you taken to make someone feel comfortable in an environment that was obviously uncomfortable with his or her presence?
- Thinking about a time when you had to adapt to a wide variety of people by accepting/understanding their perspective. What was the outcome? What did you learn?
- Consider a situation when you successfully adapted to a culturally different environment. What did you do?
- Think about a specific example of how you have helped create an environment where differences are valued encouraged and supported. What did you do?
- Think about a time when you were particularly perceptive regarding a person's or group's feelings and needs. What did you do? What feedback did you get / seek?
- How have you reacted to conversations between others that were clearly offensive to non-participants? What did you do?
- Think about a time that you evaluated your own beliefs or opinions around issues of difference. What did you do?
Personal Development
Maintains an up to date personal development plan and takes action to ensure personal development takes place.
- How do you record your achievements?
- How do you decide whether a task has gone well or not and what you would do differently next time?
- What activities do you undertake to develop your skills?
- How do you find opportunities to develop your skills and competencies?
- How often do you update your learning log?
- What do you do to gain feedback on your performance?
Planning and Organising
Establishes a course of action for self and/or others to accomplish a specific goal. Plans proper assignments of personnel and appropriate allocation of resources.
- How do you typically plan your day to manage your time effectively?
- How do you differentiate and prioritise short and long term needs?
- How do you plan for a meeting to ensure the required outcomes are met?
- What processes do you put in place before starting a project?
- What do you do to manage and monitor an assignment or project to a successful conclusion?
- How do you ensure deadlines you are given, are met? How do you know?
- What processes do you use to achieve tasks and assignments within the required timescale?
- What action do you take to meet changing work priorities that affect others as well as yourself?
- How do you keep track of work schedules and deadlines?
Process Operation
Begins, controls and concludes a complete process or procedure.
- What do you do to ensure you are familiar with relevant company processes or procedures?
- How do you ensure that you are implementing these in the correct way?
- Why is it important to operate processes and procedures effectively? What might be the impact of not doing this?
Professional Expertise
Keeps up to date with developments in own areas of professional specialisation. Applies a breadth and/or depth of professional knowledge.
- What do you do to ensure you are up to date in your area(s) of speciality? How do you ensure that any new information is applied effectively into your work?
- Effectively presents professional information to others.
- When planning, designing and implementing solutions, how do you make best use of your professional knowledge?
- How do you share professional expertise with others?
- What opportunities do you create to demonstrate a knowledge of the latest methodologies and processes in your specialist area?
- Are you or are you planning to be part of a professional network?
- Do you actively seek new people to become part of your professional network?
- Discuss a time when your integrity was challenged. How did you handle it?
- Think about a specific time when you had to handle a tough problem that challenged fairness or ethical issues. What did you do? What was the outcome?
- Think of examples of how you have acted with integrity in your job/work relationships.
- Describe a time when you were asked to keep information confidential. What did you learn about yourself?
- Trust requires personal accountability. Consider a time when you chose to trust someone? What was the outcome?
Questioning
Uses an appropriate approach to questioning in order to gain information from which to draw conclusions and/or assist in the making of decisions.
- Because people have different preferences, what works with one person does not necessarily work with another. Consider a situation where you had to be flexible in your style of relating to others in order to achieve your goals. How did you vary your communication style with a particular individual? What happened?
- Think of a situation when you had to use your verbal communication skills in order to gain information that was important to you. How did you approach this? What was the outcome?
- Reflect on a situation when you had to present complex information. How did you ensure that the other person understood?
Teamwork / Working with Others
Builds and develops appropriate relationships with academic staff, peers, colleagues, customers and suppliers at all levels within an organisation.
- Think about an example of how you worked effectively with people to accomplish an important result. What did you do? What was the result?
- Consider a situation when you have been successful at empowering a group of people in accomplishing a task. What did you do? Why did it work well?
- Describe a situation in which you had to arrive at a compromise or help others to compromise. What was your role? What steps did you take? What was the end result?
- Think of your best example of working co-operatively as a team member to accomplish an important goal. What was the goal or objective? To what extent did you interact with others on this project?
- Think about the most difficult challenge you have faced in trying to work co-operatively with someone who did not share the same ideas? What was your role in achieving the work objective? What was the long term impact on your ability to get things done while working with this person?
- Gaining the attention of others can be difficult. Think of a specific example when you had to do that in order to achieve a team goal. What did you do?
- Think about a work experience where you had to work closely with others. How did it go? How did you overcome any difficulties?
- Think about a team project. What did you do to contribute toward creating a teamwork environment?
Technical Application
Has experience of using modern technology.
- How do you identify your skills in using modern technology?
- What do you do to ensure you have access to the latest technologies in your field?
- How do you keep your information technology skills up to date?
Technical Knowledge
Develops and maintains a knowledge of key trends in technology.
- What do you do to ensure you understand how organisations work and how technology supports this?
- How do you ensure you are able to demonstrate a good knowledge of the industries relevant to the degree subject you are studying?
- How do you think technological knowledge can support the planning, designing, or implementation of solutions?
- How do you keep up to date with what is happening within your technological field over and above what is required for the degree programme?
- How do you demonstrate your knowledge of technological advances and the impact of these on working practices and organisational strategies?
Tolerance for Stress
Maintains performance under pressure and / or opposition.
- Describe a time when you were able to effectively communicate a difficult or unpleasant idea to a superior. What did you do? What was the outcome?
- What do you do when priorities change quickly? Think of a situation when this happened. How did you react?
- Think about a time when you were particularly effective on prioritising tasks and completing a project under tight time constraints. What did you do?
- Thinking about a time when you achieved a great deal in a short amount of time, how did you feel? What was the outcome?
Written Communication
Expresses ideas effectively and conveys information appropriately and accurately.
- We often need to document what work we have done in writing. Think of an example of how you have done that in the past. What was the outcome?
- Consider a time in which you had to use your written skills in order to get an important point across. How did you approach this? What was the result?
- Think about the most significant written document/report/presentation which you had to complete. What was difficult? What was easy? How did you feel about the result? What would you have done differently?
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.
