General transferable skills: De Montfort University

(Transcript of a section of the General transferable skills report, 1998)

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Strategy and target group (academic: LLB and BA Honours)

There is an emphasis on general preparation throughout the university by means of the institution’s personal transferable skills initiative. All degree programmes must give the students an opportunity to achieve competences within the university’s personal transferable skills model and to obtain a university certificate in personal transferable skills. The school has adopted an integrative approach to skills development.

Specific skills module or integration of skills?

The university permits departments to opt to provide opportunities for skills development through integrating skills elements into substantive subject modules or through the provision of a skills module or modules. The school has chosen an integrated approach as the primary vehicle for skills acquisition.

Skills acquisition has been assessed across each of its undergraduate programmes as a whole. There are no separate self standing skills modules within any programme, but there are extra-modular skills programmes for all students in each of the first two years of their programmes of study which underpin the integrated strategy.

The skills programmes emphasise hands-on activities in the DRAIN skills including communication skills (mooting, interviewing, negotiation) and library and other research skills, as well as IT activities (Lexis and Iolis).

Learning support

Personal tutors see their tutees (6-8 for each tutor) at the end of each semester and review progress (the academic tutor having already filled in a profile of the student in each subject). Personal tutors are also available at a designated surgery hour each week. Supplementary skills programme should also assist and some central university provision is also available.

Development of portfolio of skills

Students submit a pre-completed sheet containing details of the skills elements comprised in every assessed piece of work (within substantive law subjects or on the skills programmes) with every assignment. It is returned to them with details of competences achieved and further constructive comments.

In this way students build up a portfolio of skills achievement which forms the basis for eligibility for the university skills certificate at the end of the second year of study.

The criteria for eligibility is based on the acquisition of competences. These include competences in

• problem solving (achieving key objectives, using analytical and conceptual thinking, gathering information and making decisions)

• working with others (using logical and rational argument to persuade others, showing concern for personal credibility, building positive relationships)

• communication (communicating effectively through spoken language, in writing and in visual form)

• personal effectiveness (taking responsibility for own learning and development, dealing with pressure and emotions, showing a sense of purpose)

Specific skills

There are personal transferable skills elements which are assessed in the core modules (for example assessed mooting in the law of contract, assessed oral arguments in land law), as well as optional modules (for example mock tribunals, negotiation exercises and other simulated work environments).

The school runs a law clinic for university staff and students which is run by students with the support of solicitors and academic staff. There are also internal mooting, client interviewing and negotiation competitions.

Students are provided with a skills handbook which illustrates how students are able to acquire skills, including how to satisfy the requirements of the university certificate.

Aside from the obvious comment that writing and research skills should be available for practice and assessment in all subjects and problem-solving skills in most, students are also assessed in the following skills:

• Year 1 – land law: oral presentation amounts to 20% of final grade. Contract: moot amounts to 10% of final grade
• Year 2 – family law: negotiation and mediation amounts to 10% of final grade
• Year 3 – labour law: industrial tribunal amounts to 20% of final grade

(Family and labour law are options)

Assessment (whether formative or summative) is the key to credibility and rigour. Feedback is essential.

Last Modified: 30 June 2010