Oral communication to an auditorium (Form)
Search for information and use of new technologies (Form)
Intercultural competences (Form)
Access to employment competences
(Form)
Oral communication to an auditorium
Definition
This competence relates to communication of information in public, i.e., the ability to convey information verbally to a group of individuals and to speak in front of an auditorium. All communication requires careful, effective presentation and should encourage, convince and generate an exchange of ideas in the auditorium.
Evidence of an ability for oral communication in the bachelor’s degree programme languages will need to be presented: English and Spanish (or Catalan or both), and in the language chosen as part of the bachelor’s degree programme requirements: Arabic, French, Chinese or Russian.
Questions to encourage reflection and identify strengths and weaknesses in the action carried out:
a) Basic analysis (year one and two)
- What aspects of oral communication do you find easy and difficult? How do you feel when you are in front of a group of people? What do your classmates think about your presentations?
- Do you set out the aims of your presentation at the start of it? Do you give a clear summary at the end?
- Does the presentation have an organised structure and a clear order making it easier to understand the content?
- Do you take into consideration the knowledge of the audience?
- Do you verify the quality of the information you present (reliable sources of information)?
- Do you take into account the volume of information that could be conveyed in the time expected? Do you keep watch over the time available to you?
- Do you choose suitable visual resources (PowerPoint, etc.)?
- Do you check that everything is ready before beginning your presentation to prevent any unwanted “mishaps” (computer, projector, etc.)?
- Do you work on your vocabulary and on pronouncing key words of your presentation accurately in the foreign language, if applicable?
Written communication
Definition
This relates to the ability to convey any information or demand with a specific purpose in writing. This communication should be correctly drafted and presented. It should also be carried out using all the working languages of the bachelor’s degree programme: English and Spanish (or Catalan or both), and in the language chosen as part of the bachelor’s degree programme requirements: Arabic, French, Chinese or Russian.
Questions to encourage reflection and identify strengths and weaknesses in the action carried out:
a) Basic analysis (year one and two)
- What aspects of written communication do you find easy and difficult? How do you feel when you are required to produce communications in writing? What do others think about your work? Are you able to write and set out what you think easily?
- Do you keep the goal of the document in mind when writing the text? Do you use the most appropriate strategy: narration, description, explanation or argument, as the case may be?
- Is the text structured and coherently put together in order to meet its specific aims: to inform, convince, persuade, demonstrate, arouse interest, suggest, question, etc.?
- Do you take care with the introductory and concluding expressions in your written texts?
- Do you thoroughly review spelling, punctuation marks, use of abbreviations, symbols and acronyms?
- Do you ensure the length of the written text is in accordance with the guidelines set?
- Are you careful to ensure you name all institutions and centres you make reference to correctly?
b) Advanced analysis (year three)
- Do you use clear and precise language? Do you use dictionaries to avoid repeating words and enrich your vocabulary?
- Do you structure the text (introduction, body and conclusion) and apply the most suitable strategies for each part (to highlight the interest of the issue and appeal to your readership in the introduction, to demonstrate the various statements made in the body of the text and to sum up the content in the conclusion)?
- Do you use any technique to decide on the content and the essence of the text before beginning to write (brainstorming, outlines, concept maps, etc.)?
- Do you plan what the primary message and the secondary messages in the text will be before you begin to write? Do you know how to summarise?
- Do you use punctuation marks correctly: commas, semi-colons, full stops, etc.?
- Do you carry out a careful final review of verb tenses, repetitions, sentence length, etc.?
- Do you quote the bibliographical sources used appropriately?
- How good is your command of written Catalan, Spanish and English?
- Do you know how to draft a covering letter? And a CV?
Situations in which the competence arises
Reports on teaching activities which are assessed (free-elective subjects, conferences, research placements during summer, subject practical classes, etc.); PBL sessions; programme final project; scientific posters prepared during the study programme; assignments carried out in the various bachelor’s degree subjects; reports; scientific papers; letters to the media; CVs; discussion forums; suggestion briefs; grant or scholarship applications; public debates; written documents to classmates; miscellaneous documents (letters, applications, etc.); tutor reports on activities during research placements.
Examples of material
Representative material relating to the situations mentioned in the above paragraph; remarks or congratulations received in writing; marks for activities that have been assessed during the study programme (conferences, research placements, training placement reports, etc.); marks for individual assignments handed in for the various subjects.
Search for information and use of new technologies
Definition
This refers to the ability to efficiently find the right information and the use of new technologies in order to secure this information or achieve other competences and/or skills whether or not they are related to the disciplines covered by the Bachelor’s degree in Global Studies.
Questions to encourage reflection and identify strengths and weaknesses in the action carried out
a) Basic analysis (year one and two)
- Do you consider the importance and relevance of knowing how to perform effective searches for your professional future? What sources of information do you use most frequently? What determines your information searching strategy?
- Before you begin your search, are you certain you know what specific information interests you and what the most reliable sources are to find it: books, scientific associations, publications in accredited journals, research projects, papers by experts, etc.?
- Do you use books to find information? Are you sure what type of information it is important to find in a book? And in a scientific journal? In others? And when to resort to Google?
- What role does the UPF library play? Do you make use of the library’s web tools?
- Are you familiar with specific databases in the field of Global Studies? Are you able to access the full text of articles of interest? Do you use a quality and/or convenience filter to choose the material found before you begin reading the information compiled?
- Do you use and save electronic search strategies in order to return to them easily? Do you have a directory of websites of interest in order to access them easily (favourites)?
- What computer programmes are you familiar with? Which ones are you proficient in?
b) Advanced analysis (year three)
- Are you able to find as much quality, relevant information as possible on a specific aspect? Are you able to optimise the time devoted to searching?
- Do you make a critical assessment of the material found before reading it: author, institution, journal impact, article category, etc.?
- Are you able to find the full text in journals to which you have access via the library website (using the catalogue)?
- What have you learnt in relation to the use of new technologies while learning about the various disciplines of Global Studies? What specific programmes are you familiar with? What is your level of knowledge on programming? What other skills do you think you may need in your professional future?
Situations in which the competence arises
Use of the library; specific subjects taken in relation to the topic; other subjects in which there is frequent use of new technologies (almost all); searches made during the study programme to prepare individual or group assignments; PBL sessions; activities carried out aside from regular academic tasks (debate forum, cultural activities or solidarity actions, etc.).
Examples of material
Most of the material provided to certify written communication competence (to avoid repeating); some of the material provided to certify oral communication competence (PowerPoint presentations, etc.); search strategies; favourites list; examples of computer programmes used; marks for practical activities assessed; documentation on training courses taken; tutor reports on activities during research placements.
Teamwork
Definition
This competence relates to the ability to perform any task that requires the assistance of various individuals to carry it out. It entails a mutual need to share skills or knowledge and a relationship of trust among the members of the group allowing work to be delegated and distributed.
Questions to encourage reflection and identify strengths and weaknesses in the action carried out:
a) Basic analysis (year one and two)
- What are the main problems you encounter when working in a team? Can you observe any difference when it comes to forming part of a natural (choice of members) or compulsory (chosen by alphabetic order) group? How do you value your involvement in the group (largely active or passive, a leadership role)?
- Are you responsible in your commitment to the team: following up on what has been agreed on, punctuality, etc.? During meetings are you ready with the task assigned? Do you know what tasks you are required to perform and what your responsibility is? How well can you accept criticism?
- Are you aware that working in a team means joining forces so that the final outcome represents all members? Do you employ strategies to enable others to give their opinion on your contribution? Do you endeavour to be familiar with the work carried out by your classmates sufficiently in advance so that changes could be incorporated if necessary?
- Are you able to express your emotions in the group comfortably (without holding back) and respect those of the other members? Are any conflicts arising analysed with a view to being solved? Do you take an interest in the wellbeing of your classmates?
- Do you encourage get-togethers in order to work jointly? If there are any difficulties do you give in to other personal priorities?
b) Advanced analysis (year three)
- What is your attitude during teamwork? Do you foster an atmosphere of cooperation in order to reach a common goal?
- Do you use elements that encourage communication: active listening, positive reinforcement, constructive feedback, prioritisation of relevant aspects, reasoning, negotiation, agreement, open-minded attitude, willingness to learn from others, etc.?
- Are you aware that teamwork has its limitations: differing priorities, preferences, customs, behaviours, etc. on the part of the participants?
- Do you cut in when there are problems in order to offer a solution? Are you flexible with aspects of detail? Do you prioritise what is important?
- Are you able to moderate teamwork? Do you know how to direct teamwork?
Situations in which the competence arises
Compulsory academic tasks carried out and assessed during the study programme; group exams; voluntary academic tasks carried out in groups (study or support group, exam preparation, practical problem-solving, etc.); non-academic tasks carried out during the study programme (student representation, cultural activities or solidarity actions, etc.); events outside university (music, theatre, sports groups, etc.).
Examples of material
Documents produced as a team; marks for academic activities performed as a group and assessed in various subjects; documents certifying activities (cultural or solidarity-based) performed as a group; tutor reports on activities during research placements.
Intercultural competences
Definition
The intercultural competence is formed by intercultural awareness, intercultural sensitivity and social skills, all of which are needed in order to effectively thrive in a multicultural social context. A person with intercultural competence has certain requirements, attitudes, skills and knowledge that will enable him to suitably meet the professional, interpersonal and emotional needs arising within the aforementioned multicultural contexts.
Questions to encourage reflection and identify strengths and weaknesses in the action carried out:
a) Basic analysis (year one and two)
• What are the main problems you encounter when working in multicultural environments? Do you notice any difference when being part of a working group whose members include people from different cultural environments to yours? How do you manage these differences? How do you value your involvement in the group (largely active or passive, a leadership role)?
• What is your attitude when expressing your opinions in multicultural environments? How do you place your opinions in context? How well can you accept criticism?
• Are you aware that when working in multicultural environments you need to be highly wary of making suitable use of language?
• Do you express your opinions in multicultural environments comfortably (without holding back) and respect those of the other members? Are any conflicts arising analysed with a view to being solved? Do you take an interest in the wellbeing of your classmates?
• Have you identified confusions or have you encountered confusing situations arising as a result of differing interpretations of gestures and, in general, non-verbal language (whether or not it accompanies the verbal message) in different cultural environments? What communication or comprehension problems have resulted from this?
b) Advanced analysis (year three)
- What attitude do you adopt when working in multicultural environments when you are part of a minority group? What strategies do you employ to reach your goals? Do you feel excluded? To what extent do you get involved?
- Do you use elements that encourage communication: active listening, positive reinforcement, constructive feedback, prioritisation of relevant aspects, reasoning, negotiation, agreement, open-minded attitude, willingness to learn from others, etc.?
- Are you aware that working in multicultural environments has its limitations: differing priorities, preferences, customs, behaviours, etc. on the part of the participants?
- Do you cut in when there are problems in order to offer a solution? Are you flexible with aspects of detail? Do you prioritise what is important?
- Do you find that the processing of knowledge is governed by differing protocols in other cultural environments (i.e., in relation to the information sources used – books, the Internet, journals, etc. – or the hierarchy established between these sources, as well as the practice applicable to any kind of comparison, etc.)? Have you adapted without any issues when it comes to fairly interpreting and valuing the knowledge processed by classmates of differing origins on the basis of these guidelines?
Situations in which the competence arises
Compulsory academic tasks carried out and assessed during the study programme which are related to multicultural issues; voluntary tasks at university: linguistic volunteering, international students tutoring, university tours for groups of foreign visitors; non-academic tasks carried out during the study programme (student representation, cultural activities or solidarity actions, etc.), events outside university (music, theatre, sports groups, etc.) provided they have a multicultural focus and this may be demonstrated.
Voluntary tasks outside university: activities carried out in multicultural environments. Experiences during stays abroad owing to work, external placements or even holidays (an evaluative justification of the activities performed will be needed).
Various activities that may involve an effort of knowledge and approximation to the culture of a specific cultural environment in the anthropological sense (i.e., cuisine, the press, photography, television, film, theatre, dance, etc.
Access to employment competences
Definition
The achievement of these competences will prepare students when it comes to their employability on the international labour market. They will enable students to define their professional goal and learn the job searching tools and strategies most suited to reaching it.
Questions to encourage reflection:
a) Analysis
- What are you like? What aspect defines you in terms of your personality? What is important in a job for you? What are you good at? What are you able to do? What are your fortes? What do you like doing? What are your preferences? Have you considered what you would like your job to be like?
- Are you certain about the reasons that lead you to choose an occupation? Are you certain about what your professional goals are? Do you know what career opportunities are associated with your study programme? Do you know what scholarships could you apply for? Have you considered studying further? Would you like to specialise in any particular discipline? What postgraduate programmes can you follow?
- What abilities and skills have you been developing? What competences are needed to access the international labour market? Do you need to improve in any aspect of these competences? What are your strengths? And your weaknesses? Have you thought about any actions and measures you could adopt to improve them?
- Do you know which extracurricular activities are likely to be useful to you in your professional future? How can you gain access to them?
- Do you think that doing a placement in a company will be important in your professional career? Do you know how to find training placements?
- What techniques for finding work/training placements are you familiar with? What channels are available in order to access vacancies/training placements? How can you reach out to companies? Do you think networking is important?
- What tools are you able to use in order to find work/training placements? Do you know how to prepare a CV? And a video CV? Do you have a 2.0 profile online? Do you know how companies see you online?
- Are you familiar with the international public and private labour market? What sources of information should we resort to in order to find out? What channels are available in order to access said market?
- How do you face a job interview? What aspects are important? What do you think is valued in a job interview?
- Do you organise initiatives to find work? Do you keep a record of them? Do you monitor the results obtained?
Situations in which the competence arises
When defining the professional project:
Self-awareness tasks in order to be able to reach a definition of a professional goal.
Acknowledgment of one’s own competences and their improvement.
Definition of potential professional goals.
Awareness of the labour market:
Tasks in order to gain an acquaintance of the international labour market.
When searching for opportunities:
Tasks in order to carry out a plan of action for finding work.
Tasks centred on searching for training placements and work in companies.
Strategies for finding training placements and work.
Search for extracurricular activities and training placements.
Examples of material
Private documents with all individual work relating to self-awareness and the definition of goals; results of the self-assessment analysis (career anchors, Myers Briggs, strength survey test); competence improvement plan (courses); individual analysis (SWOT analysis). These are simply examples.
Public documents, such as the CV, the video CV and the covering letter; references from companies and lecturers; volunteerships. These are simply examples.
Access to employment competences