Writing References for Students

1. How are references used by recruiters?

The importance given to references varies between recruiters. Some may see this as a
simple check on facts after a job offer has been made, whilst others may see them as a
valuable contribution to recruitment process.
Some employers with established recruitment procedures will have clear requirements for
skills/qualities required and you may be asked to comment on these.

In general, potential and general qualities are very important to employers, and often they
want to know about a range of attributes such as motivation, personality, interest and skills.
These are best demonstrated by evidence of student’s performance, general approach to
academic work, relationships with staff and students, and extra curricula activity.

For academic references it is more important to emphasise the individual’s ability to

research and analyse, and point to their previous academic performance.

2. Types of reference

Pro-forma: you may be given a questionnaire or similar to complete either on paper or

online. Academic references are increasingly going through central sites such as
apply.embark.com. You may be asked to ‘score’ or give opinion about performance in
relation to the general class.
Attached Reference : Attached to end of students application form, eg GTTR form for
teaching. This can be helpful as you can see what the students have said about their
strengths, career interests etc.
General letter: an open letter, sometimes asking for comments on specific points, but often
left open.
Telephone Reference. Exercise caution with these as they can be misinterpreted. Where a
telephone reference is given, it is often advisable to prepare in advance and take notes as
you speak.
Open Reference: e.g. ‘to whom it may concern’ not generally valued within the UK as does
not comment on suitability for specific roles but may be used more widely in other
countries.
 3. What should go into a reference?

You should focus on strengths rather than weaknesses. You should give an indication of how
long you have known a student, and in what capacity. You could provide an indication of
intellectual ability, how course work is tackled, coping with problems, persistence,
thoroughness, creativity, and openness to new ideas. Employers may also be looking for
generic skills such as communication, group and teamwork, problem solving, analysing, and
leadership. In addition, some employers may require particular technical abilities, such as
lab techniques, familiarity with software packages etc.
Employers may assume the worst if comments are ambiguous or unclear, so provide clear
information with evidence to support your statement.

4. Legal implications

There is no detailed legislation to deal specifically with the writing of references. However,

You have a duty of care to the subject and if a reference is provided for a student
which is false, the person giving it may be liable for defamation (in the form of
malicious falsehood), deceit (if false statement knowingly made), or negligence( if
reference provider fails to take reasonable care )
Certain information, for example relating to student’s health, mental state, ethnic
origin or religious beliefs is deemed to be ‘sensitive information’ under the Data
Protection Act 1988. If you are asked to comment on these areas you should decline
and ask the requester to contact the student directly, or you should gain prior
written permission from the student.
A referee is generally not required to disclose information about previous
convictions under the Rehabilitation of Offenders Act 1974. Exemptions to this
include medical, legal and accounting professions. If in doubt, refer to John Ryan.
Generally references are not confidential. If subject to a request under the Data
Protection Act, references will usually be released.

5. Good practice

Respond to requests for references as quickly as possible. Take note of deadlines,

such as those set by GTTR.
Always make sure that you have up to date relevant information to hand.
Always try to provide a fair and balanced statement, avoiding coded language.
Ensure facts are accurate and complete. Where opinions are given, these should be
stated as such.
If an opinion is requested but your knowledge is limited, such as in the area of
honesty, use wording such as ‘I have had no reason to doubt x’s honesty’
Where you wish to comment on an activity you cannot verify use wording such as ‘X
has told me that she has run a half marathon this summer’
 6. Managing the Process

Referees should:

Raise the subject of references with students throughout their programme of study.
Tutor’s references are often sought for summer jobs and internships.
Maintain a dialogue with students about the purpose of references, and their
responsibilities within this. Ask student to provide you with information or CV about
their study, work experience and extra curricula activities.
Ask the students to keep you informed of jobs and courses they apply for.
Explain to your students how you handle requests for references

Students should

Seek your permission to use you as a referee

Keep you well informed about jobs applied for
Provide you with a current CV or similar
Keep you in touch with progress, especially when a job has been offered or accepted.

Rose Watson
Academic Development and Practice Unit
June 2011
With thanks to the universities of Warwick, Sheffield and Oxford Brooks in the compiling of this
information

Useful checklist for the writing of references

Name, dates, course studied

Academic record, particular study

interests, projects etc

Expected class of degree

Attitude to studying and research

Involvement in extra-curricular
activity/interests

Work experience

Skills, for example:

Interpersonal skills,
Written communication
Verbal communication
Team work
Leadership
Research and analysis
Problem solving

Personal qualities such as motivation,

resilience, independent thought

Relationships with others

Career interests

Suitability for the role