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Feedback (CV + letter)

Feedback (CV + letter). Spelling!!! Years in English Sender/recipient in hard-copy letters Avoid contracted forms (I’d → I would) Names of institutions, study programmes, positions etc. in capital letters (e.g. Faculty of Economics and Business, University of Zagreb)

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Feedback (CV + letter)

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  1. Feedback (CV + letter) • Spelling!!! • Years in English • Sender/recipient in hard-copy letters • Avoid contracted forms (I’d → I would) • Names of institutions, study programmes, positions etc. in capital letters (e.g. Faculty of Economics and Business, University of Zagreb) • Make your letters slightly more personal and specific

  2. Academic Skills Introduction

  3. World-Class universities Source: Salmi, J. (2009).The Challenge of Establishing World-Class Universities. IBRD/The World Bank. THES: subjective inputs (peer review,employer surveys) objective inputs (quant.data: no.of intern. stud/faculty) faculty influence (e.g. no. ofcitations/publications, Nobel prizes, ...) SJTU: objective inputs only *FT Executive Education rankingbased on teachingmethods, new skills, programmedesign, aimsachieved, value for money, ... :

  4. What makes a world-class university? • Highly qualified faculty • Excellence in research • Quality teaching • Enough govt/non-govt funding • International & highly qualified students • Academic freedom • Autonomous governance structures • Well-equiped teaching/research/administration facilities

  5. In other words, 3 things are needed... • High concentration of talent • Abundant resources • Favourable governance

  6. THES, 2011 • California Institute ofTechnology • HarvardUniversity • StanfordUniversity • UniversityofOxford • PrincetonUniversity • UniversityofCambridge • Massachusetts Institute ofTechnology • Imperial College London • Universityof Chicago • UniversityofCalifornia, Berkeley

  7. SJTU 2011 • Cambridge • Harvard • MIT • Yale • Oxford • Imperial College London • University College London • Chicago • Penn • Columbia

  8. MBA FT ranking 2011 • London Business School • Penn: Wharton • Harvard • Insead • Stanford • HK • Columbia

  9. Masters in ManagementFT ranking 2011 • St.Gallen • Cems • ESCP • HEC Paris • EM Lyon Business School • WHU – Otto Beisheim School of Management • Indian Institute of Management, Ahmedabad • Essec Business School • Grenoble Graduate Schoolf of Business • Rotterdam School of Management, Erasmus University

  10. And all these universities require highly developed academic skills!!!

  11. Academic skills? • ‘academic skills’, ‘study skills’, ‘key skills’, ‘core skills’, ‘transferable skills’ • necessary to achieve successful academic performance • follow-up to basic skills in a higher education context • needed later in professional careers

  12. A vague term covering a lot … • study skills • research skills (incl. gathering & and selecting info) • taking & makingnotes • criticalthinking • discussing, debating • problem-solving • paraphrasing • summarizing • presenting • socialskills (teamwork) • time management …

  13. Apparently,very basic, yet, … Comprehension is a skill to be taught. (Shapiro) How to Write, Speak and Think More Effectively (Flesch) Writing summaries is a good practice here.

  14. SUMMARY WRITING

  15. Suggested procedure • Reading the source text • Giving headings to paragraphs • Grouping pgs. (text segmentation) • Making notes (clear structure: main ideas and logical relations) • Turning notes into full sentences *Technicalities: layout (paragraphing) + spelling/grammar check

  16. EXAMPLES OF LOGICAL RELATIONSand words and expressions that can help • Illustrations (examples) • Listing • Clarifying • Cause-effect relationship • Contrast

  17. Illustrations,examples: For example, for instance, as an example...,To illustrate the point,... Listing: There are three reasons why..., (First)Firstly,..,Secondly,Thirdly,....Further, Furthermore, ..., Moreover, ...,Also, ... CONNECTOR SYMBOL

  18. Illustrations,examples: For example, for instance, as an example...,To illustrate the point,... Listing: There are three reasons why..., (First)Firstly,..,Secondly,Thirdly,....Further, Furthermore, ..., Moreover, ...,Also, ... e.g. 1. 2. 3. CONNECTOR SYMBOL/ABBREVIAT.

  19. clarifying: In other words, ..., namely,.. cause-effect: as, because, because of, consequently, therefore, due to, owing to, thus,since contrast: however, on the contrary, on the other hand, nevertheless, conversely, although, though, even though, yet CONNECTOR SYMBOL/ABBREV.

  20. clarifying: In other words, ..., namely,.. cause-effect: as, because, because of, consequently, therefore, due to, owing to, thus,since contrast: however, on the contrary, on the other hand, nevertheless, conversely, although, though, even though, yet i.e. → vs. CONNECTOR SYMB./ABBREVIAT.

  21. Requirements for a good summary • Introduction • Concision • Clarity • Accuracy • Completeness • Coherence and cohesion • Objectivity • Rephrasing • Language quality

  22. Requirements for a good summary • Introduction: (usually one sentence or one paragraph) covers the main topic+ the source e.g. The Economist of 16 June 2011 reports on the problem of ...... This is further related to … • Concision (as brief as possible, danger: loss of clarity) • Clarity (clear words/sentences/overall structure; topic sentences, paragraphing, connectors) • Objectivity(only the author’s ideas, no personal views) • Accuracy (true and precise information on essential ideas) • Completeness(all key ideas, not necessarily in the same order ) • Coherence and cohesion(the text runs smoothly; sentences and paragraphs are logically linked) • Rephrasing sentences(avoid copying, rewrite in your ownwordsif possible) • Language: spelling and grammar

  23. Summary writing – assessmenttot: 20 points, 0-2 each • Introduction? • Concision? • Clarity? • Accuracy? • Completeness? • Coherence and cohesion? • Objectivity? • Rephrasing? • Language: spelling and grammar? • Overall impression?

  24. Making noteswhile preparing to write a summary • Main ideas? • Logical relations? • How many parts (segments) of the text? (How many groups of paragraphs?) • Logical relations between larger parts of the text? Next slide: see sample notes on a text you may know from your 1st year of study

  25. The pendulum of control Schiller, B.R. (1996).Essentials of Economics. McGraw-Hill. I 2 OPPOSITE VIEWS(pgs.1, 2) Karl Marx vs. Adam Smith II LESS DRAMATIC CHOICES IN RECENT HISTORY (pgs.3-6) 1. Towards government intervention: e.g. New Deal 2. Towards free market in the 1990s: a) countries in transition (CEE) b) privatisations: W. Europe, Latin America, Asia c) Republican election victory

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