Life skills for University students

What are Study Skills?

Study skills are the skills you need to enable you to study and learn efficiently – they are an important set of transferable life skills.

Our pages provide generic study skills advice – appropriate to learners across all disciplines and in different life circumstances: full and part-time students, those returning to education later in life, those engaged in professional development and anybody who wants to learn how to learn effectively.

Key points about study skills:

• You will develop your own personal approach to study and learning in a way that meets your own individual needs. As you develop your study skills you will discover what works for you, and what doesn’t.
• Study skills are not subject specific – they are generic and can be used when studying any area. You will, of course, need to understand the concepts, theories and ideas surrounding your specific subject area. To get the most out of your studies, however, you’ll want to develop your study skills.
• You need to practise and develop your study skills.  This will increase your awareness of how you study and you’ll become more confident.  Once mastered, study skills will be beneficial throughout your life.
• Study skills are not just for students.  Study skills are transferable – you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated.  Study skills relate closely to the type of skills that employers look for. (See Transferable Skills and Employability Skills for more.)

Our Study Skills Pages Include:

• • Getting Organised to Study

    Getting organised is an important first step to effective study.  Our page covers the basic organisation skills you need to consider – fundamentals such as where and when to study and the importance of developing a network of contacts who can help you when you need it.

  • Finding Time to Study

    This page covers some of the basic principles of time management – with reference to study. If you manage your time badly then you will be less productive, which can lead to stress and anxiety. This page will help you by outlining the importance of a personal study timetable and how to set goals and prioritise your time.

  • Sources of Information for Study

    Learn what is meant by, and the importance of, primary, secondary and tertiary documents and how you may source such information in a library or online.

  • Styles of Writing

    By understanding different writing styles you can put what you read into perspective. This page covers the main writing styles that you are likely to come across, including academic, journal, and journalistic styles.

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  • Effective Reading

    When studying, it is likely that you will need to read a lot of information – and you will wish to use this time effectively as possible by developing your reading skills. Discover ways that you can engage with your reading, form links, understand opinions and put ideas and research into perspective. In short, develop your reading skills.

  • Critical Reading and Reading Strategies

    This page explains what is meant by critical reading and critical thinking – skills which are fundamental to true learning, personal development and advancement. The page also covers how to develop a personal reading strategy and use SQ3R to help you manage your reading.

  • COMMUNICATION
  • Communication is usually defined as the transmission of information. The term can also refer to the message itself or the field of inquiry studying these transmissions, also known as communication studies. There are some disagreements about the precise definition of communication, for example, whether unintentional or failed transmissions are also included and whether communication does not just transmit meaning but also create it. Models of communication aim to provide a simplified overview of its main components and their interaction. Many models include the idea that a source uses a coding system to express information in the form of a message. The source uses a channel to send the message to a receiver who has to decode it in order to understand its meaning. Channels are usually discussed in terms of the senses used to perceive the message, like hearing, sight, smell, touch, and taste.Types of communication can be divided based on whether the exchange of information happens between humans, members of other species, and non-living things, like computers. For human communication, an important distinction is between verbal and non-verbal communication. Verbal communication involves the exchange of messages in linguistic form. This can happen through natural languages, like English or Japanese, or through artificial languages, like Esperanto. Verbal communication includes spoken and written messages as well as the use of sign language. Non-verbal communication happens without the use of a linguistic system. There are many forms of non-verbal communication, for example, using body language, body position, touch, and intonation. Another important distinction is between interpersonal and intrapersonal communication. Interpersonal communication happens between distinct individuals, such as greeting someone on the street or making a phone call. Intrapersonal communication, on the other hand, refers to communication with oneself. This can happen internally, as a form of inner dialog or daydreaming, or externally, for example, when writing down a shopping list or engaging in a monologue.Non-human forms of communication include animal and plant communication. Researchers in this field often formulate additional criteria for their definition of communicative behavior, like the requirement that the behavior serves a beneficial function for natural selection or that a response to the message is observed. Animal communication plays important roles for various species in the areas of courtship and mating, parent-offspring relations, social relations, navigation, self-defense, and territoriality. In the area of courtship and mating, for example, communication is used to identify and attract potential mates. An often-discussed example concerning navigational communication is the waggle dance used by bees to indicate to other bees where flowers are located. Due to the rigid cell walls of plants, their communication often happens through chemical means rather than movement. For example, various plants, like maple trees, release so-called volatile organic compounds into the air to warn other plants of a herbivore attack. Most communication takes place between members of the same species since its purpose is usually some form of cooperation, which is not as common between species. However, there are also forms of interspecies communication, mainly in cases of symbiotic relationships. For example, many flowers use symmetrical shapes and colors that stand out from their surroundings in order to communicate to insects where nectar is located to attract them. Humans also practice interspecies communication, for example, when interacting with pets.

    The field of communication includes various other issues, like communicative competence and the history of communication. Communicative competence refers to the ability to communicate well and applies both to the capability to formulate messages and to understand them. Two central aspects are that the communicative behavior is effective, i.e. that it achieves the individual’s goal, and that it is appropriate, i.e. that it follows social standards and expectations. Human communication has a long history and how people exchange information has changed over time. These changes were usually triggered by the development of new communication technologies, such as the invention of writing systems (first pictographic and later alphabetic), the development of mass printing, the use of radio and television, and the invention of the internet.

    Definitions

    The word “communication” has its root in the Latin verb “communicare”, which means “to share” or “to make common”.Communication is usually understood as the transmission of information. In this regard, a message is conveyed from a sender to a receiver using some form of medium, such as sound, paper, bodily movements, or electricity. In a different sense, the term “communication” can also refer just to the message that is being communicated or to the field of inquiry studying such transmissions. There is a lot of disagreement concerning the precise characterization of communication and various scholars have raised doubts that any single definition can capture the term accurately. These difficulties come from the fact that the term is applied to diverse phenomena in different contexts, often with slightly different meanings. Despite these problems, the question of the right definition is of great theoretical importance since it affects the research process on all levels. This includes issues like which empirical phenomena are observed, how they are categorized, which hypotheses and laws are formulated as well as how systematic theories based on these steps are articulated.

    Some theorists give very broad definitions of communication that encompass unconscious and non-human behavior. In this regard, many animals communicate within their own species and even plants like flowers may be said to communicate by attracting bees. Other researchers restrict communication to conscious interactions among human beings. Some definitions focus on the use of symbols and signs while others emphasize the role of understanding, interaction, power, or transmission of ideas. Various characterizations see the communicator’s intent to send a message as a central component. On this view, the transmission of information is not sufficient for communication if it happens unintentionally. An important version of this view is given by Paul Grice, who identifies communication with actions that aim to make the recipient aware of the communicator’s intention. One question in this regard is whether only the successful transmission of information should be regarded as communication. For example, distortion may interfere and change the actual message from what was originally intended. A closely related problem is whether acts of deliberate deception constitute communication.

    According to an influential and broad definition by I. A. Richards, communication happens when one mind acts upon its environment in order to transmit its own experience to another mind. Another important characterization is due to Claude Shannon and Warren Weaver. On their view, communication involves the interaction of several components, such as a source, a message, an encoder, a channel, a decoder, and a receiver. Various contemporary scholars hold that communication is not just about the transmission of information but also about creating meaning. This way, communication shapes the participant’s experience by conceptualizing the world and making sense of their environment and themselves. In regard to animal and plant communication, researchers focus less on meaning-making but often include additional requirements in their definition, for example, that the communicative behavior plays a beneficial role in natural selection or that some kind of response to the message is observed. The paradigmatic form of communication happens between two or several individuals. However, it can also take place on a larger level, for example, between organizations, social classes, or nations. Niklas Luhmann rejects the view that communication is, on its most fundamental level, an interaction between two distinct parties. Instead, he holds that “only communication can communicate” and tries to provide a conceptualization in terms of autopoietic systems without any reference to consciousness or life.

    Models of communication

    Main article: Models of communication

    Models of communication are conceptual representations of the process of communication. Their goal is to provide a simplified overview of its main components. This makes it easier for researchers to formulate hypotheses, apply communication-related concepts to real-world cases, and test predictions. However, it is often argued that many models lack the conceptual complexity needed for a comprehensive understanding of all the essential aspects of communication. They are usually presented visually in the form of diagrams showing various basic components and their interaction.

    Models of communication are often categorized based on their intended applications and how they conceptualize communication. Some models are general in the sense that they are intended for all forms of communication. They contrast with specialized models, which aim to describe only certain forms of communication, like models of mass communication. An influential classification distinguishes between linear transmission models, interaction models, and transaction models. Linear transmission models focus on how a sender transmits information to a receiver. They are linear because this flow of information only goes in one direction. This view is rejected by interaction models, which include a feedback loop. Feedback is required to describe many forms of communication, such as a regular conversation, where the listener may respond by expressing their opinion on the issue or by asking for clarification. For interaction models, communication is a two-way-process in which the communicators take turns in sending and receiving messages.Transaction models further refine this picture by allowing sending and responding to happen at the same time. This modification is needed, for example, to describe how the listener in a face-to-face conversation gives non-verbal feedback through their body posture and their facial expressions while the other person is talking. Transaction models also hold that meaning is produced during communication and does not exist independent of it.

  • The Problem-Solving Process

    In order to effectively manage and run a successful organization, leadership must guide their employees and develop problem-solving techniques. Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below.

    Step	Characteristics
    1. Define the problem	Differentiate fact from opinion Specify underlying causes Consult each faction involved for information State the problem specifically Identify what standard or expectation is violated Determine in which process the problem lies Avoid trying to solve the problem without data
    2. Generate alternative solutions	Postpone evaluating alternatives initially Include all involved individuals in the generating of alternatives Specify alternatives consistent with organizational goals Specify short- and long-term alternatives Brainstorm on others’ ideas Seek alternatives that may solve the problem
    3. Evaluate and select an alternative	Evaluate alternatives relative to a target standard Evaluate all alternatives without bias Evaluate alternatives relative to established goals Evaluate both proven and possible outcomes State the selected alternative explicitly
    4. Implement and follow up on the solution	Plan and implement a pilot test of the chosen alternative Gather feedback from all affected parties Seek acceptance or consensus by all those affected Establish ongoing measures and monitoring Evaluate long-term results based on final solution

    1. Define the problem

    Diagnose the situation so that your focus is on the problem, not just its symptoms. Helpful problem-solving techniques include using flowcharts to identify the expected steps of a process and cause-and-effect diagrams to define and analyze root causes.

    The sections below help explain key problem-solving steps. These steps support the involvement of interested parties, the use of factual information, comparison of expectations to reality, and a focus on root causes of a problem. You should begin by:

    • Reviewing and documenting how processes currently work (i.e., who does what, with what information, using what tools, communicating with what organizations and individuals, in what time frame, using what format).
    • Evaluating the possible impact of new tools and revised policies in the development of your “what should be” model.

    2. Generate alternative solutions

    Postpone the selection of one solution until several problem-solving alternatives have been proposed. Considering multiple alternatives can significantly enhance the value of your ideal solution. Once you have decided on the “what should be” model, this target standard becomes the basis for developing a road map for investigating alternatives. Brainstorming and team problem-solving techniques are both useful tools in this stage of problem solving.

    Many alternative solutions to the problem should be generated before final evaluation. A common mistake in problem solving is that alternatives are evaluated as they are proposed, so the first acceptable solution is chosen, even if it’s not the best fit. If we focus on trying to get the results we want, we miss the potential for learning something new that will allow for real improvement in the problem-solving process.

    3. Evaluate and select an alternative

    Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the extent to which:

    • A particular alternative will solve the problem without causing other unanticipated problems.
    • All the individuals involved will accept the alternative.
    • Implementation of the alternative is likely.
    • The alternative fits within the organizational constraints.

    4. Implement and follow up on the solution

    Leaders may be called upon to direct others to implement the solution, “sell” the solution, or facilitate the implementation with the help of others. Involving others in the implementation is an effective way to gain buy-in and support and minimize resistance to subsequent changes.

    Regardless of how the solution is rolled out, feedback channels should be built into the implementation. This allows for continuous monitoring and testing of actual events against expectations. Problem solving, and the techniques used to gain clarity, are most effective if the solution remains in place and is updated to respond to future changes.

    Problem Solving Resources

    You can also search articles, case studies, and publications for problem solving resources.

    Books

    Innovative Business Management Using TRIZ

    Introduction To 8D Problem Solving: Including Practical Applications and Examples

    The Quality Toolbox

     

    Root Cause Analysis: The Core of Problem Solving and Corrective Action

    Articles

    One Good Idea: Some Sage Advice (Quality Progress) The person with the problem just wants it to go away quickly, and the problem-solvers also want to resolve it in as little time as possible because they have other responsibilities. Whatever the urgency, effective problem-solvers have the self-discipline to develop a complete description of the problem.

    Diagnostic Quality Problem Solving: A Conceptual Framework And Six Strategies (Quality Management Journal) This paper contributes a conceptual framework for the generic process of diagnosis in quality problem solving by identifying its activities and how they are related.

    Weathering The Storm (Quality Progress) Even in the most contentious circumstances, this approach describes how to sustain customer-supplier relationships during high-stakes problem solving situations to actually enhance customer-supplier relationships.

    The Right Questions (Quality Progress) All problem solving begins with a problem description. Make the most of problem solving by asking effective questions.

    Solving the Problem (Quality Progress) Brush up on your problem-solving skills and address the primary issues with these seven methods.

    Case Studies

    Refreshing Louisville Metro’s Problem-Solving System (Journal for Quality and Participation) Organization-wide transformation can be tricky, especially when it comes to sustaining any progress made over time. In Louisville Metro, a government organization based in Kentucky, many strategies were used to enact and sustain meaningful transformation.

    Certification

    Quality Improvement Associate Certification–CQIA

    Courses

    Certified Quality Improvement Associate Question Bank

    Lean Problem-Solving Tools

    Problem Solving Using A3

    Root Cause Analysis

    Quality 101

    Webcasts

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