Writing references

The University has an overarching procedure for the preparation of student references which can be found here.

This section offers templates to work from in providing written references for students whether for jobs or further study.

Generally, employers are interested in a range of qualities over and above a good degree. They want to know about a candidate's motivation, personality, interests and skills such as communication, reliability, creativity and teamwork. Overall, they seek candidates who are technically competent, numerate, active social individuals who are good communicators and have the potential to take more responsibility in the future.

For academic references, it is more important to emphasise the individual's ability to research and analyse, and to point to their good performance in previous academic study. It is helpful to include how the course of study will benefit their future career plans.

For all references, it is helpful to know something in advance about the job/course the individual is applying for, and to draw on your own experiences in recruiting others for work or as potential postgraduate students.

The following simple checklist may be helpful in structuring a reference:

• Academic record
• Expected class of degree
• Attitude to studying and research
• Involvement in extra curricular activities / interests
• Work experience
• Skills/motivation:
  • communication
  • teamwork
  • numeracy
• Other relevant skills
• Relationships with others
• Career interests

Below are simple annotated model references illustrating the ways in which the outline above can be adapted, followed by some practical advice on writing references for students at Brookes.

• A reference for postgraduate study
• A reference for employment

Writing References for Students at Brookes

The procedure for the preparation of student references can be found here.

Staff must ensure that their own practice in writing references for students meet the procedures set out in this document. Below is some informal guidance on writing references for students.This guidance concerns references written on behalf of students by members of staff, acting in their capacity as employees of the University. It does not cover references for fellow members of staff (where other considerations apply), or references written in a private capacity (although the legal situation may be similar).

It has always been clear that we owe a general duty of care in preparing references for students. However, recent court rulings now make clear that this duty has a specific legal dimension, and that a referee may be liable in damages to the subject of a reference if loss is caused to that person through negligence. Such liability may come about through carelessness on matters of fact or opinion. The following guidance outlines good practice. If you comply with the Procedures and this informal guidance, it should protect you and the University from legal action.

Main points to bear in mind when writing references for students.

1. Written references (see Procedures, section 1)

   The principal aims of providing a reference are: (a) to confirm facts (eg. to confirm the accuracy of the statements made in an application), and (b) to provide relevant opinion (eg. to give an opinion as to the candidate's suitability for a post, a further programme of study, or general potential). Therefore:

   • Ensure that the reference is factually accurate and complete. You are strongly advised to check out any information held on the student, centrally or in the School.
   • Clearly differentiate statements of fact and opinion. ('On performance to date, she is likely to get a first class degree' is opinion, but 'she will get a first class degree' might be construed factually.)
   • Only express opinions that are relevant, and that you are competent to give. ('I believe that X is well-suited to the post', is appropriate, whereas, 'X will be a great success in the post' is probably not.)
   • Try to be fair, bearing in mind the duty of care owed to both the subject and the recipient of the reference.
   • Avoid ambiguous or coded language. If your knowledge of the candidate leads you to a definite opinion, then express it. However, less definite feelings (negative or positive) should not be aired, or hinted at.

2. Telephone references (see Procedures, section 3.4)

   Resist such requests other than in exceptional circumstances. Verbal references are easily mis-heard, mis-transcribed or misinterpreted. Also, a reference usually merits more consideration than a telephone conversation allows. Where absolutely unavoidable, (and only then in the candidate's interest) you may provide a statement which is limited to the facts, which should be followed up immediately in writing (eg fax).

3. Unsolicited References (ie where the subject has not, to your knowledge, cited you as a referee).

   Resist such requests. Refer the enquirer to the Student Admin and Systems Office for confirmation of the public facts.

4. Requests where a job has been offered 'subject to references'. (see Procedures, sections 2 and 3)

   Such requests can cause irritation and confusion. In general, interpret them as seeking to verify facts about the candidate - rather than as seeking opinion regarding suitability or potential. Whilst gauging your response according to the interest of the student concerned, you should normally decline to provide opinion in such cases.

5. Who should (and should not) provide references? (see Procedures, sections 2 and 3)

   The most appropriate referee for a student is either the current/ex-personal tutor, or a tutor nominated by the student who has been substantially involved in teaching that student. (Students are asked to nominate a referee when they leave the University.) Where this means that the person writing the reference did not have substantial contact with the student, then the reference should be limited to matters of fact, or opinion that is directly supported by material on file. Other tutors, who are not Assistant Deans (or equivalent) and who did not have substantial academic contact with the student should only provide references on behalf of the University (as opposed to privately) if they taught or supervised the student on a specific topic which is directly relevant to the reference request.

6. Confidentiality

   Guidelines for respecting confidentiality in relation to references for students are being developed.
   

7. Difficult Cases (see Procedures, sections 2 )

   You may be unsure what to say in the case where you have been asked to write a reference for a student who you know is (or was) in bad standing with the University (eg for disciplinary or financial reasons). The general guidance is not to mention such matters unless you believe it to be directly relevant to the duty of care that you owe to the recipient of the reference (ie. relevant to the job, course, etc. the student has applied to). If the job or course assumes a high level of responsibility and/or personal integrity, then it may be appropriate to refer to the student's poor standing. However, before doing so you are advised to discuss the matter with the Data Protection Officer, as disclosure of such information where it is not warranted must also be avoided, as part of a tutor's duty of care to the student.

Where you are uncomfortable about providing a reference, or have significant reservations about what you can say, you are free to tell the student that you do not wish to be a referee. You must, however, be clear and transparent about your reasons for refusing.

• Spring v Guardian Assurance (1994) 3 All England Law Reports 129; also Brenton v Polytechnic of Wales (1996)
• This short paper cannot attempt to cover all questions relating to the writing of references. For further advice, see the booklet Writing References - a guide for academics (Univ. London Careers Advisory Service, 1992), which may be consulted in the Careers and Employment Centre.

Thanks to the University of Sussex for help in compiling this information