Learn more about the Skills for Success and their development.
The Skills for Success Framework (SfSF) has been developed to align with our Strategy 2030 commitment to “support and promote teaching that focuses on experience, employability and an understanding of the value of creativity, curiosity, and even failure”. It will ensure that our Student Vision is reflected in the student experience enabling our graduates to become “disciplinary experts with advanced specialist skills, knowledge and experience; ready to thrive in a changing world; highly employable”. It has been:
Developed by the Curriculum Transformation Future Skills Working Group, using literature reviews, mapping exercises, internal and external benchmarking, extensive professional services and academic consultation, alumni survey, widespread student involvement and employer perspectives;
Refined through consultation and feedback at School, College and University committees; and
Supported by Senate Education Committee as a replacement for the current Graduate Attributes framework.
Critical Thinking: developing independent thought through questioning norms, practices and opinions; seeking relevant and appropriate evidence, and understanding biases; determining the significance of what is being expressed; seeing wider themes and patterns in information.
Curiosity: a desire to learn or discover, and to inspire or create new ideas and concepts; to continuously explore and learn from challenging experiences; to ask searching questions and adopt different perspectives; harness opportunities and take initiative.
Problem Solving: imagining alternative ways of addressing problems; synthesising information and translating into knowledge within different contexts; facilitating and co-producing solutions; considering complex systems with contradictions and uncertainties.
In the way we design and deliver our teaching and learning, students can develop their skills in:
Collaboration: understanding and respecting the needs, perspectives and actions of others; fostering cooperation and managing conflict in groups; able to connect with and learn from others and build positive relationships.
Reflection: reviewing during and after activities; considering choices, decisions and their outcomes; recognising own strengths and emotions; an awareness of personal values and integrity; setting and achieving goals.
Communication: active listening; ability to convey effective meaning and message using approaches and media which create shared understanding; public speaking; advocacy, influencing and storytelling.
The richness and diversity of the academic and wider student experience enables:
Inclusivity: open to different views and perspectives; harnessing the benefit of difference and diversity; seeking to create inclusive and welcoming environments; communicating across language and cultures.
Adaptivity: being flexible as circumstances change; managing own time and wellbeing; coping with uncertainty and ambiguity; applying personal drive, motivation and determination.
Data and digital literacy: considering the ethical aspects of using data and technology; understanding, interpreting and questioning evidence derived from data and its sources; using digital tools appropriate to contexts.
Individuality: recognising and valuing previous experiences; nurturing skills and talents arrived with; identify and strengthen those skills which have personal, discipline and professional significance; create and implement plans for future growth.
