The 13 employability capabilities are drawn from the three pillars of the success framework, which encourages students to become dynamic thinkers, to drive progress and make an impact. These capabilities are developed through end-to-end Careers support, personal & professional development, and inspiring & enriching experiences.
Employability capabilities
13 capabilities have been drawn from research into the workplace skills, attitudes, and competencies anticipated as key for success in the workplace by employers and careers specialists. While the list is not exhaustive, it was agreed by the PROGRESS working group that these 13 capabilities best represent the needs and expectations of graduates from the University of Bath:
- Adaptability
- Collaboration
- Communication
- Creativity and innovation
- Critical thinking
- Data literacy
- Digital and AI literacy
- Drive and initiative
- Leadership
- Professionalism
- Resilience
- Social and cultural awareness
- Sustainability
The difference between capabilities and skills
Capabilities are representative of a collection of skills or competencies.
For example: Leadership is a capability that is composed of many skills, individual competencies, and experiences (such as clarity, empathy, active listening, decision making). These develop over time at different rates for different individuals.
Capabilities do not exist in vacuums; they inform and are informed by each other to form a holistic lifelong learning and outcome focused experience. Think of skills as tools in a toolbox and capabilities as the ability to build the house using those tools appropriately.
How to help students develop their capabilities
Below is an outline of the 13 capabilities, how these are described to students, and how as a member of staff you can help students develop these capabilities over time.
Adaptability
| Students can develop this by... |
You can help by... |
| Participating in diverse extracurricular activities and seeking opportunities to learn new skills and knowledgeTrying new methods for study or new ways to communicate ideas to different demographics including academic staff, peers and professionalsWorking with others in group tasks or projects that involve evaluating and executing different ways to find solutions to challenges and problems |
Incorporating real-world challenges into coursework and discussion to encourage flexible thinking and problem-solving in uncertain or evolving contextsPromoting collaborative learning, helping students adjust to diverse perspectives and dynamic team environmentsEmbedding constructive feedback and discussion, encouraging a growth mindset, showing how to embrace change, learn from setbacks, and continuously improve |
Collaboration
| Students can develop this by... |
You can help by... |
| Working effectively with others by, for instance, sharing responsibilities to achieve common goalsJoining clubs and societies, looking for volunteering opportunities, and working with peers from a diverse range of backgroundsParticipating in workshops and training on group work, active listening and project management |
Designing group-based tasks and projects that require shared responsibility, communication, and coordination among studentsIntroducing effective teamwork strategies, such as active listening, conflict resolution, and equitable task distributionUsing peer review and reflection activities to help students evaluate their collaborative experiences and improve interpersonal skills |
Communication
| Students can develop this by... |
You can help by... |
| Actively participating in student clubs, societies and organisationsSeeking out opportunities to develop communication skills, through public speaking workshops, student debates and presentation skills coursesCollaborating with peers on group projects |
Incorporating a variety of communication tasks - such as presentations, debates, and written reports - to build verbal and written communication abilitiesProviding structured feedback and opportunities for revision, helping students refine their clarity, tone, and audience awarenessEncouraging active participation in discussions and peer reviews, fostering confidence and the ability to articulate ideas effectively in both formal and informal settings |
Creativity and innovation
| Students can develop this by... |
You can help by... |
| Participating in creative projects, problem-solving activities, and interdisciplinary collaborationsSeeking inspiration from different fields, testing new approaches, and refining ideas to develop a creative mindsetTaking an open-minded approach to drive change and develop unique solutions |
Encouraging exploratory learning, allowing students to experiment with novel ideas, take intellectual risks, and pursue unique solutionsIntegrating design thinking and brainstorming techniques into coursework to foster creative problem-solving and iterative innovationCreating a supportive environment that values curiosity and diverse perspectives, where unconventional thinking is encouraged, and failure is seen as part of the creative process |
Critical thinking
| Students can develop this by... |
You can help by... |
| Seeking diverse sources, challenging assumptions, reflecting on different viewpoints, and applying reasoningEngaging in discussions, debates, and problem-solving activities, and participating in interdisciplinary projects to help strengthen the ability to assess complex informationRegularly reviewing their own problem-solving approaches - thinking about what strategies they used, why they chose them, and how they could improve their approach or outcomes in future tasks |
Incorporating analytical tasks and discussions that require students to evaluate evidence, consider alternative viewpoints, question assumptions, and construct well-reasoned argumentsUsing case studies and real-world scenarios to challenge students to apply logic and reasoning in complex, ambiguous situationsEncouraging reflective thinking through structured activities such as learning journals, guided questions / discussion prompts, or post-project reviews, helping students evaluate their reasoning and explore different ways of approaching problems |
Data literacy
| Students can develop this by... |
You can help by... |
| Working with data using spreadsheets, databases and specialist software to develop critical approaches to data sources and ethicsAnalysing trends with statistical methods and creating visualisations in tools like Python to help build deeper insightsIncorporating data presentations into assignments, research projects, or group work |
Incorporating data analysis tasks into assignments, teaching students how to collect, interpret, and draw conclusions from quantitative and qualitative dataIntroducing basic tools such as spreadsheets, data visualisation software, and statistical methods to build practical data-handling skills and LinkedIn Learning coursesEncouraging critical thinking about data sources and ethics, helping students assess data reliability, bias, and the responsible use of data in decision-making |
Digital and AI literacy
| Students can develop this by... |
You can help by... |
| Exploring and evaluating digital technologies, AI tools, new software, automation tools, and machine learning applications and integrating these tools into coursework and projectsDevelop an understanding of digital security, accessibility, and ethical considerations by learning how to protect data, create inclusive digital content, and use technology responsiblyThinking critically about data privacy and ethical AI use as preparation for real-world challenges |
Integrating digital tools and platforms into coursework, teaching students how to effectively use software for research, collaboration, and content creationTeaching critical evaluation of online information, helping students assess credibility, detect misinformation, and practise ethical digital behaviourEncouraging exploration of emerging technologies, such as data visualization, coding, or AI tools, to build confidence in navigating the evolving digital landscape |
Drive and initiative
| Students can develop this by... |
You can help by... |
| Setting personal and professional goals and identifying opportunities for growth; taking calculated risks and using entrepreneurial thinking to take calculated risksEngaging in activities such as internships, leadership roles in student organisations and group work, and personal projects that require self-direction and proactive engagementActively seeking feedback and reflecting on their progress to build confidence, adapt strategies, and take ownership of their development |
Encouraging goal-setting and self-directed projects, allowing students to take ownership of their learning and pursue topics that spark their curiosityProviding opportunities for leadership and decision-making, such as leading group work, organising events, or contributing to research initiativesRecognising proactive behaviours, reinforcing the value of taking initiative, seeking feedback, and going beyond minimum requirements |
Leadership
| Students can develop this by... |
You can help by... |
| Taking on roles that require guiding, inspiring, and empowering othersParticipating in student organisations, leading group projects, and seeking out leadership training opportunitiesReflecting on leadership experiences and learning from both successes and challenges |
Designing group projects or student-led activities where leadership roles are shared or rotated, giving all students the opportunity to practise decision-making, delegation, and team coordinationEmbedding leadership development into class activities such as rotating team roles, peer feedback exercises, or case-based discussions and offering structured opportunities for students to explore how to lead with empathy, communicate effectively, and manage challengesEncouraging participation in extracurricular activities, societies, groups, and committees, where students can take initiative, influence outcomes, and build confidence in leadership settings |
Professionalism
| Students can develop this by... |
You can help by... |
| Understanding and demonstrating the expectations of a professional work context and practising ethical decision-making, accountability, and good time managementEngaging in internships, part-time jobs, volunteering and other opportunities which can provide practical experience in a professional settingAttending workshops on workplace etiquette, professional behaviours, ethics, and effective communication, and taking part in mock interviews and networking events |
Modelling and reinforcing professional behaviours such as punctuality, respectful communication, accountability, and ethical conduct in academic settingsIntegrating real-world expectations into coursework, including deadlines, formal presentations, and professional writing standardsFacilitating engagement with industry and community partners, through internships, guest lectures, or networking events, to expose students to professional norms and expectations |
Resilience
| Students can develop this by... |
You can help by... |
| Learning to cope with setbacks and adapting to pressure by demonstrating emotional intelligence, building healthy relationships, and maintaining a growth mindsetEngaging in activities that challenge, such as demanding coursework, extracurricular commitments, and personal projectsPractising stress management techniques, seeking support from peers and mentors, and reflecting on experiences |
Creating a supportive learning environment where setbacks are treated as learning opportunities, and students are encouraged to reflect on and grow from challengesIntroducing coping strategies and stress management techniques, such as time management, mindfulness, and seeking help when neededProviding consistent, constructive feedback and encouraging persistence, helping students build confidence in their ability to overcome obstacles and adapt to change |
Social and cultural awareness
| Students can develop this by... |
You can help by... |
| Attending multicultural events and joining clubs and organisations that focus on diversity and inclusionLooking for opportunities to learn more about different cultures and perspectivesParticipating in workshops and seminars that focus on social justice, cultural studies and global perspectives |
Integrating diverse perspectives through readings, case studies, and examples from a variety of cultures and social contexts to aid student understanding of global perspectives and appreciate cultural diversity in their field of studyFacilitating inclusive discussions, respectful dialogue and encouraging collaboration to create opportunities for students to learn from each other’s experiences and viewpointsPromoting engagement with global and community issues and encouraging students to think critically about their role in a global society and to engage with local or international communities |
Sustainability
| Students can develop this by... |
You can help by... |
| Participating in sustainability programmes through Climate Action and the Students’ Union to demonstrate awareness of environmental, social, and economic sustainabilityJoining initiatives on campus such as Climate Leadership, recycling programmes and other sustainability projects to provide valuable practical experience, knowledge and skills in promoting climate friendly behavioursEngaging in simple, everyday actions such as using reusable products, reducing waste and conserving energy can make a significant impactUnderstanding personal carbon footprints and identifying meaningful ways to reduce this (eg diet, transport); while also exploring ways of having systemic impact through the university: outreach (eg Climate Ambassadors), education (eg Carbon Literacy facilitation) and research (eg summer projects) |
Integrating sustainability into the curriculum by incorporating real-world case studies, systems thinking, and interdisciplinary projects that address environmental, social, and economic challengesPromoting experiential learning and encouraging participation in sustainability-focused internships, research projects, community engagement, and campus initiatives that allow students to apply theoretical knowledge in practical, impactful waysModelling sustainable practices through teaching methods, research priorities, and personal behaviour - such as reducing waste, conserving energy, and supporting ethical sourcing - to inspire students by example |
