studying in the uk essay sample

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new Studying in the UK Chevening Essay Example 2024 2025

2 Chevening Essays: Studying in the UK

Outline why you have selected your chosen three university courses, and explain how this relates to your previous academic or professional experience and your plans for the future.

See complete examples of Chevening Scholarship: click here .

“Studying in the UK” Chevening Essay Example 1

For my master’s degree course, I have a keen interest in specializing in Financial Economics and seek to pursue it in the UK at the University of Manchester, the University of Kent, or the University of Glasgow. My decision to zero in on Financial Economics as opposed to any other course has been underpinned by my long-term career goal: to rise through the professional ranks to eventually become the Chief Financial Economist in the National Treasury (Kenya).

See also: Ultimate Chevening Scholarship Resources

I am acutely aware that such a senior and critical position will require expert-level knowledge and advanced understanding of financial analysis, planning and strategy, international and bilateral trade, investment policy, micro and macro-economic trends, global, regional, and sectoral developments, international business development, negotiating international agreements, trade litigation, and the production and distribution of goods and services. It also requires the ability to collect and process economic and statistical data, carry out trade and economic research, and perform high-level analysis using different sampling and econometric methods, hence my desire to become an expert in Financial Economics.

A rigorous course that equips me with the above knowledge, practical skills, and more will be critical. From my extensive research, all three universities I have chosen offer very high-quality training in Financial Economics, and I am confident that any of the three universities are well equipped to help me advance my knowledge in this area. The University of Manchester, in particular, stands out to me because it has been ranked sixth in the UK in the 2019 Academic Ranking of World Universities. It also offers a wide array of facilities and resources, plus numerous societies at the university , which will provide me with excellent opportunities for networking and exchanging great ideas.

Moreover, the Financial Economics course perfectly aligns with my current educational background and professional experience. I possess a Bachelor of Science in Actuarial Science from the University of Nairobi and CISI Level 1 and Level 2 professional qualifications. Given my existing grasp of finance and economics, I will be able to cope with the challenges of the course with relative ease. As far as my work experience is concerned, I presently work as an Equities and Fixed Income Trader at NIC Securities Ltd. Before this position, I had worked as the Operations Assistant/ Supervisor at NIC Bank Kenya, the Relationship Officer (Operations) at Equity Bank Limited, the Acting Supervisor (Operations) at Equity Bank Limited, and the Relationship Officer (Operations) at Equity Bank Limited, respectively. These professional experiences perfectly lend themselves to the field of Financial Economics, and I do not doubt that I will be able to draw on my considerable hands-on experience in both Finance and Economics to handle the course’s requirements. My work and education will be a natural progression into a Financial Economics career path.

Despite being among the top ten destinations for foreign direct investment in Africa and initiating reforms that have led to economic growth since 2003, Kenya faces a high poverty rate and a widening inequality gap. This is due to the lack of evidence-based policies, corruption, and political instability during elections. The number of millionaires is expected to increase while the number of poor people is increasing in the next decade should be a concern for any policymaker in the country . This has motivated me to pursue a Master’s degree in International Development to gain knowledge and skills in poverty reduction, development, and addressing inequality. Though much of my career has been in banking, my experience with poor rural communities as a parliamentary candidate in the 2017 General Election makes my case to switch careers.

My first choice is the MSc Applied International Development offered at the University of Reading. The university is among the top twenty institutions in the United Kingdom by research intensity and top thirty by research power which will develop my research competencies to develop effective evidence-based poverty reduction policies. I plan to specialize in their Agriculture and Social Development pathway as this will align with my goal of addressing poverty using agriculture. In addition, the course is offered at the Graduate Institute of International Development, Agriculture and Economics (GIIDAE), where I can take electives in agriculture, such as Agriculture Project Planning and Management in Developing Countries, taught by Dr. Chittur Srinivasan.

My second preferred course is MSc International Development: Poverty, Inequality and Development, offered at the University of Manchester. Apart from learning strategies and policies to advance equality, development, and reduce poverty, I will also have a chance for a field trip to experience the global challenge of inequality in another country as part of the course. Based on the 2018 World QS universities rankings by subject, the University is rated 14th in the world and 3rd in the United Kingdom on Development Studies.

My third choice is MSc International Development at the University of Edinburgh. The course is appealing because apart from learning about the historical approaches of international development and politics associated with the subject, there is a whole unit on contemporary issues and organizations of importance to development policy and practice. The University also offers an eight-week research-based project where one is attached to an institution either in the United Kingdom or overseas with an option of completing a research dissertation based on the fieldwork or print and library sources. This will also provide practical experience to complement coursework. The University also has beautiful classic buildings and surrounding scenery that would provide a perfect getaway after lectures to refresh the mind.

Overall, studying in the UK will provide an opportunity to build collaborations to achieve Kenyan Vision 2030, which aims to industrialize and transform the country into middle-income status while ensuring high-quality life for its citizens.

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Personal Importance: Belief systems [NTU Scholarship Essay]

This realization impelled me to challenge the precise ideologies underlying my performances.

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Garis besar dan contoh pertanyaan yang mungkin diajukan saat wawancara beasiswa AAS.

Supporting Documents AAS 2025

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Selection based on a competitive process involving application review and interviews.

Chevening Leadership & Influence Essay Tips

Avoid using formal definitions of leadership. Focus your answer on your experiences of leadership.

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Study in UK /

Why Do You Want to Study in UK Essay: Samples, Do’s and Don’t’s

Updated on
Dec 14, 2023

If you want to know how you can write a great essay on why one should study in the United Kingdom , then you have landed on the right blog. We will give you examples of why do you want to study in UK essay. Maybe you want to write this essay for your college assignments, or you are preparing for a speech, or maybe you want to submit this essay to a competition. It doesn’t matter what’s your aim here, we will help you in writing your essay by offering you samples and do’s and don’t’s. You will practically learn here how to write your essay. So, let’s begin!

This Blog Includes:

Sample 1 (100 words), sample 2 (150 words), sample 3 (300 words), do’s and don’t’s.

The UK has always been my dream study destination. What makes the UK attractive to me is its world-class education and extensive job opportunities. Pursuing your education at a university in the UK gets you recognised by employers and academics across the world. The country is not just known for its academic excellence but also its rich and diverse culture.

The UK boasts about 679,970 international students, demonstrating how welcoming it is to foreigners. The universities here are known to encourage students to be more creative, innovative, and expressive of their innovative thinking.

These are the reasons why I want to study in the UK. This is all I wanted to say in my why do you want to study in UK essay.

Abhishek Kumar Jha

Abhishek Kumar Jha is a professional content writer and marketer, having extensive experience in delivering content in journalism and marketing. He has written news content related to education for prominent media outlets, garnering expansive knowledge of the Indian education landscape throughout his experience. Moreover, he is a skilled content marketer, with experience in writing SEO-friendly blogs. His educational background includes a Postgraduate Diploma in English Journalism from the prestigious Indian Institute of Mass Communication (IIMC), Dhenkanal. By receiving an education from a top journalism school and working in the corporate world with complete devotion, he has honed the essential skills needed to excel in content writing.

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CHEVENING ESSAYS: STUDY IN THE UK ESSAY TIPS

Chevening’s question **outline why you have selected your chosen three university courses, and explain how this relates to your previous academic or professional experience and your plans for the future. please enter new information and examples here and not duplicate the information you have entered on the work experience and education section of this form (minimum word count: 100 words, maximum word count: 500 words).***.

ANSWER TIPS As you move ahead every step, remember one thing, the real reason why you want to go to the UK; to study. It then goes without saying that you must have a strong study plan to back up your studies plan. Do I make sense?

Why do you want to further your studies? Why in the UK? Why those three courses? Why in those three Universities? By the time you can successfully respond to those, you have done 80% of the work. The rest is fine tuning. But getting the answers to that 80% of the work will require research. A lot of research.

Research more about your intended courses of study and why in those particular Universities. Therefore you should mention a few course modules and how they relate to your past career and future career goals. Why the UK?

Research the best fitting Universities for your course. Please compare about three rankings. St Andrews or Oxford might be overall best but Uni of Sussex is best in some courses while UCL is best in other courses while another Uni is best in another course. It is your job to find out the Uni’s best for your course.

To create a stronger essay, search for and outline the most unique of details. Name the places you would like to visit while studying and the things you would like to do.

Look up the lecturers, their research areas and how they relate to your future career goals. Mention those too.

-This essay requires more research than all others.

-Create a nexus between this and your leadership essay if possible.

-Please do not rush. Scour every relevant material. Take notes, make it compelling. Good luck.

From Hafsat, With Love.

PS . I do not accept essay review and editing requests. I do not share my essays.

I am open to partnerships and collaborations.

CHEVENING APPLICATION: LEADERSHIP ESSAY TIPS
FROM DEPRESSION TO APPLICATION: HOW IT ALL STARTED.
CHEVENING CIRCLES: INSPIRATIONAL PEOPLE
The Month of Trepidation; How To Cope With Waiting.

DEBUNKING SOME MYTHS ABOUT CHEVENING SCHOLARSHIP

Choosing the perfect uk university for your masters 7 things to look out for, 10 comments.

Thank you Hafsah. Really helpful

I am glad you found it helpful Maryam.

I found this very helpful. Thank you sister.

You are welcome Saminu. I am glad you found it helpful.

Thank you Hafsah for the information and guideline.

A pleasure Gloria.

Thanks, this was helpful,

My pleasure Francis. I am glad you find it useful.

The 500 words seem too small to contain all these facts mentioned. I will keep writing and deleting. Please I need you to vect my essays for me please before I submit

Breakdown of Chevening Essay Questions: A Comprehensive Guide

Navigating the Chevening scholarship application can be a rewarding yet challenging process. Among the crucial components are the essay questions, which provide an opportunity for you to showcase your aspirations, experiences, and potential. In this comprehensive guide, we’ll break down each of the Chevening essay questions and offer insights to help you craft compelling responses.

1. Chevening is looking for individuals who will be future leaders or influencers in their home countries. Explain how you meet this requirement, using clear examples of your own leadership and influencing skills to support your answer.

Focus: Demonstrating Leadership and Influence

This question aims to gauge your leadership abilities and potential to effect positive change. To answer effectively:

Provide Examples: Share specific instances where you demonstrated leadership, whether in your academic, professional, or community endeavors.
Highlight Influence: Discuss how your actions influenced outcomes, motivated others, or brought about change.
Connect to Future: Explain how your leadership experiences align with your future goals and how the Chevening scholarship will further develop your leadership potential.

2. Chevening Scholarships are awarded to individuals with demonstrable leadership potential who also have strong academic backgrounds. How do you intend to use your Chevening experience to develop your leadership skills and create a positive social change?

Focus: Linking Academic Excellence and Leadership

Here, the focus is on your academic prowess and its relationship to leadership and social impact:

Link Academic and Leadership Goals: Explain how your academic pursuits are intertwined with your leadership aspirations.
Social Impact: Discuss how your Chevening experience will enable you to contribute to positive societal changes.
Specific Plans: Outline tangible actions you’ll take to enhance your leadership skills during and after your studies.

3. Network with people of different nationalities and backgrounds. What can you learn from others? How will this enrich your experience as a Chevening Scholar?

Focus: Embracing Diversity and Networking

This question emphasizes cross-cultural collaboration and the value of a diverse network:

Learning from Diversity: Highlight the benefits of interacting with people from various backgrounds, including new perspectives and insights.
Enriching Chevening Experience: Explain how these interactions will contribute to your personal and academic growth as a Chevening Scholar.

4. What influence do you hope to have on your home country or region as a result of studying in the UK?

Focus: Positive Impact on Home Country

This question assesses your vision for the future and your commitment to your home country’s development:

Specific Goals: Outline the specific areas you aim to impact upon your return.
Alignment with UK Study: Explain how your UK education will equip you to address challenges in your home country.

5. Please explain why you want to study in the UK and why you have chosen your selected course(s).

Focus: UK Study and Course Choice

This question explores your motivations for studying in the UK and the relevance of your chosen course:

UK’s Strengths: Discuss the UK’s academic excellence, resources, and opportunities that attract you.
Course Relevance: Explain why your chosen course aligns with your academic and career goals.

6. Summarize all relevant leadership and service-related achievements in which you have participated.

Focus: Leadership and Service Achievements

This is an opportunity to succinctly list your notable leadership and service accomplishments:

Concise Presentation: List achievements in a clear and organized manner.
Highlight Impact: Briefly explain the significance and outcomes of each achievement.

Navigating the Chevening essay questions requires a thoughtful approach that showcases your unique qualities, aspirations, and commitment to positive change. By addressing each question’s specific focus and providing well-structured responses, you can present a compelling case for why you are an ideal candidate for the Chevening scholarship. Remember to tailor your answers to highlight your strengths and alignment with Chevening’s values and objectives.

India (Chevening Scholarship) | Chevening

Studying In the United Kingdom Report (Assessment)

Introduction, cultural differences in the uk, the dimensions of culture, works cited.

Globalisation has brought people from diverse cultures together due to technology. This has seen these people working and learning to communicate often with each other. The education sector has not been spared especially in the UK where students from other cultures are relocating to study in the UK. While this move seems exciting, most students find themselves experiencing culture shock (Carter 9).

Students from other cultures are at a loss on how to relate to the new culture. Take for example two students from South Africa and Italy who have relocated to study in the UK. It is important to note that these students are from different cultures yet need to conform to the UK culture. Cultural differences continue to pose a challenge to most students coming to study in the UK, it is therefore important to understand and address the issue.

The social attitude of the UK students in most instances differs from that of their counterparts. When the students first arrive to study in the UK, they notice some aspects that differ from what they are accustomed to. This culture shock that is often experienced has raised numerous questions on how to understand the different cultures and whether there are set guidelines that need to be followed to adapt to a particular culture.

Dr Geert Hofstede attempted to explain this issue by conducting a worldwide research in more than 60 countries (Hofstede 14). He differentiated cultures by applying the four cultural dimensions namely; the power distance, individualism/collectiveness, uncertainty avoidance and the masculinity/feminity dimension.

Studying in the UK is not only prestigious but also offers quality education to both native and international students. This is the reason why currently, most learning institutions in the UK are flooded with students from other countries. However, most of these students face challenges while trying to adjust to the new life in the UK.

This is brought about by the difference in culture and can result to culture shock. However, it is important for any student willing to study in the UK to study and understand the dimensions in culture and their applicability in the learning institution. The student is required to learn and adjust in some areas in the new learning environment.

Power Distance Dimension (PDD) – Power distance has been explained by Hofstede as sharing of power amongst the people in a certain community. Power can either be shared or dispersed equally or unequally. According to Hofstede, the power that is shared unequally in the society is a high power distance while the low power distance indicates equal power sharing (Hofstede 65).

Application: UK has been ranked as a low power distance with a belief that power should be distributed equally in the learning institutions. Students from a high power distance country like South Africa might find difficulties adjusting to this new trend. The role of students and teachers in decision making differs in both countries.

In South Africa, the teacher is the sole decision maker with little or no contribution at all from the student. The teachers possess particular powers that are unquestionable by the student. On the other hand, UK teachers respect the students’ role in decision making. Team work in UK is very essential hence the need to get everybody involved. On the other hand, students from Italy may easily adjust to the new system as their culture is ranked as a moderate power distance.

Individualism/Collectivism Dimension (ICD) – Interrelationship between people within a particular company differ in different cultures (Hofstede 148). A high individualism entails a culture which has a loose connection amongst its people. A low individualism on the other hand ensures that the members of the community are concerned about the well being of each other. This indicates a strong connection between the individuals of that particular community.

Application: UK culture conforms to high individualism. Students willing to study in the UK should learn to get most of their things done on their own. This is a culture that most students from Italy will find difficult to adjust to as their country is ranked as having low individualism.

Studying in the UK requires students to perform most duties on their own such as cooking, making personal arrangements and managing one’s resources. Students in the UK are expected to meet their own expenses and are therefore allowed to work part time. Students from South Africa who are used to government intervention will find it difficult conforming to this culture (Foskett and Foskett 57).

Uncertainty Avoidance Dimension (UAD) – Societies are likely to be faced with uncertainty over some issues that are beyond their reach (Hofstede 110). This leads them to come up with rules or beliefs to deal with such issues. The high uncertainty avoidance cultures have rules to govern them so as to avoid uncertain situations. The low uncertainty avoidance culture on the other hand has very few rules but highly tolerate any deviant issues.

Application: Students in the UK have been conformed to a culture of low uncertainty avoidance as compared to students in South Africa and Italy. Though there are no strict rules governing the students studying in UK, they are bound by some ethical issues. Time keeping and management is one of the key areas that a student should be aware of. Punctuality is highly regarded and a student should always be on time to attend lectures and other meetings within the learning institution.

Instructions pertaining assignments are strictly followed. Issues such as plagiarism and failure to reference the work as instructed can lead to serious consequences. The teachers also apply different assessment strategies such as essays, reports and main exams to gauge students’ capabilities. Students from other cultures such as South Africa might find these strategies different from what they are used to in their own countries.

Masculinity/Feminity Dimension (MFD) – Hofstede explained this dimension as the capability of both females and males to perform equally (Hofstede 148). In high masculinity, the men are expected to perform more than the females. They are said to be the providers and stronger than their female counterparts. An example of such a culture is experienced in South Africa. In low masculinity cultures, both men and women play an equal role in the society.

Application: The UK culture conforms to low masculinity where both the female and the male students are equal. Women in the UK are independent and play equal roles as their male counterparts. South African students studying in the UK might find this culture challenging and shocking and might take time adjusting.

The idea of studying in UK can be an intriguing experience to students of other cultures. However, they can be faced with cultural challenges hence the need to learn them beforehand. This will help them adjust to the new culture that they are facing in the new environment. Though it is considered normal to experience the culture shock, it is important for a foreign student to adapt to the UK culture so as to make their life comfortable.

Carter, Holly. The Essential Guide for Study Abroad in the United Kingdom . Maryland: Forbes Boulevard, 2004. Print.

Foskett, Nicholas and Foskett, Rosalind. Postgraduate Study in the UK: The International Student’s guide . London: Sage Publications, 2006. Print.

Hofstede, Geert. Culture’s Consequences: International Differences in Work-Related Values . London: Sage Publications, 1984. Print.

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IvyPanda. (2019, December 3). Studying In the United Kingdom. https://ivypanda.com/essays/studying-in-the-united-kingdom/

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How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

The essential ingredients for writing a great Personal Statement
How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

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The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.

But if you’re working with students to help them perfect their Personal Statement in time for the relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story.

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university.

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a suitable candidate for the universities they have chosen to apply to .

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel.

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

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As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into making the personal statement the best it can be .

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly. Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2022 alone, UCAS received applications from 683,650 applicants (+1.6k on 2021) students. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story.

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include:

Students thoroughly researching the UK university courses they plan on applying to.
Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on).
Writing an unedited first draft where they just get their thoughts and ideas down on paper.

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement.

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree.

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals.

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose – to convince a university that your student deserves a place on their subject of choice.

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer: My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer: My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer : The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree.

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions.

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer : Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer: This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work.

How to write the UCAS Personal Statement [with examples]

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university.

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it . This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice.

Example : My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner.

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory.

Discussing Academic Achievements

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved.

Example :

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences.

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations.

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences,

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them.

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study.

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science.

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending.

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences.

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country. “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England.

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement.

Medicine (Imperial College, London)

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music. I firmly believe that a doctor should explore the world outside the field of Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career.

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs.

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format!

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below).

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light.

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day.

And make sure they remember the three key ingredients of writing a successful Personal Statement.

Planning, structure and story!

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Chevening Alumni share their advice for successfully applying to Chevening. In this article, we hear from Basma Taysir El Doukhi about how her UK study experience is advancing her career in building a better future for refugees and forcibly displaced communities.

About the author

Name: Basma Taysir El Doukhi, 2019-2020 Chevening Alumna
Home country: Palestine
Country of residence: Lebanon
Course: Development and Emergency Practice
University: Oxford Brookes University

I work as a gender and gender-based-violence coordinator at the United Nations Relief and Works Agency for Palestine Refugees (UNRWA), an organisation dedicated to protecting human rights by providing basic health, education and social services to Palestine refugees.

I was the first Palestinian refugee to be awarded a Chevening Scholarship.

I am a refugee challenging people to think differently about how we perceive vulnerable communities of people.

What advice would you give to international students hoping to study in the UK to further their own career in this area?

Think about what you’d like to gain from your year studying in the UK.

I was working at the United Nations High Commissioner for Refugees (UNHCR) when I decided to apply for Chevening. I felt that I was missing the academic qualification that would complement my practical experience. I decided to take a year of unpaid study leave to gain my master’s degree.

“I felt it was time to take the opportunity to go [to the UK], to learn, to reflect on my practices… to learn from other people from other countries.”

Other reasons I wanted to study in the UK included:

The quality of UK education
The benefits of the experience for my future career prospects
The volunteering opportunities
The international exposure
The Chevening Alumni network
The opportunity to return to my own community to try to use my acquired skills and experiences for the benefit of the refugee communities I work with

When I used to read that Chevening is a life-changing experience, I was sceptical. I used to think “let me experience it… and then I can see.”

Now I can truly say that it is a life-changing experience.

“I got every opportunity to learn, to reflect, to meet people, to discover a new culture, to leave my comfort zone and to build on what I had learned before… it was really a life changing experience for me and a very important learning curve in my life.”

Think about how the skills you intend to learn during your UK study year could bring positive change to other people.

I knew I wanted to continue working at UNHCR after completing my Chevening year. I wanted to return with new skills that would make me more effective in protecting refugees from sexual exploitation. I want to empower women by teaching them their rights, sharing how they’re able to seek support, and supporting them to find work so they can be financially independent.

One of our biggest challenges at UNHCR is raising awareness about sexual and gender-based violence.

“It’s hard because people will consider that these are western principles, and you are violating their values and their customs and their culture.”

As a result, there are a lot of barriers in place to prevent us from speaking to women, to understand their needs and their concerns.

One of the most important skills I learned during my time in the UK that helped me overcome this challenge was “…to challenge my beliefs and my perceptions about foreign people and different communities, [to learn how] to put myself in their shoes and try to understand, to actively listening… and not to defend all the time, but to empathise with people.”

I realised that to enact positive social change, we needed to empathise with the men and boys, to get them on our side too. We now focus on sharing the reasons why providing safe spaces for women and girls is also beneficial to men, namely that it ensures an inclusive and balanced environment for everyone. We try to engage men in our proposed solutions by talking to them and ensuring that we’re inclusive in our approach.

During my Chevening year, I also finessed my soft skills – collaboration, relationship building, networking skills – through meeting so many different people from different backgrounds. My work at UNHCR requires me to build trust with partner organisations so that we can work together to support victims of gender-based violence. Soft skills are critical in creating these professional relationships.

Finally, it was also useful to further develop my English-language speaking skills, to take these skills back home to pass them on to the children living in refugee communities.

Share what excites you most about your course. Which modules are you most interested in?

One of my favourite modules while studying Development and Emergency practice at Oxford Brookes University was about providing housing and shelter for people particularly vulnerable to climate change induced natural disasters.

“I remember in the course that I built a shelter to accommodate the needs of people who were fleeing from natural disasters. It got me thinking, I wonder if we could use these same practices for people who are fleeing from conflict zones.”

I shared my presentation with my colleagues at UNHCR when I returned home. It was one of my proudest moments.

Think about how you’d leverage the Chevening network to help you achieve your career goals

I was able to build lasting relationships with people from different countries around the world who are also fighting for gender equality and to eradicate sexual and gender-based violence. It was an invaluable learning experience to understand how people from other parts of the world promote these fundamental human rights in their own countries.

I’ve tried to get into the habit of contacting people I met during my Chevening year every couple of weeks. I sometimes share documents I’m working on with my friend who is based in Latin America and we call each other to discuss how climate change impacts humanitarian intervention and what we’d like to see done about it.

Chevening gave me a lot of opportunities, professional and personal, to reflect on my experiences and my work, and to reflect on my own personal story and experience as a refugee. I discovered through my Chevening experience and interactions in the UK that I sometimes forget about my personal story, which is a very important part of the story that I should be sharing.”

“I believe it’s very important in life to get to know other people, to discover new cultures, and to keep asking yourself questions to test your passion, your motivation and your beliefs.”

Chevening helped reaffirm my belief that I have a commitment to share my story about being a refugee and to shift other people’s perspectives about migrant communities through my work and through my personal story. I use all my newly acquired skills and the relationships I’ve maintained to try to create positive social change.

“I want to be a role model for women in refugee communities. I believe in the power of education; I believe that education can change lives, so when I get calls from people saying they’ve been inspired [to study] because of me, I feel particularly proud.”

And finally, if you’re successful in being awarded a Chevening Scholarship or Fellowship, make sure you give yourself time and space to reflect and adapt your perspectives.

I had a lot of positive perceptions about the UK before I arrived, most of which were met, but I was surprised to hear reports of gender-based violence during the Covid-19 pandemic.

It was reflecting on this that enhanced my understanding of how to support women from all over the world to report and escape domestic abuse. I learned about the efficacy of online tools in reporting gender-based violence without alerting the perpetrator. I also furthered my understanding of how to provide effective emotional support to victims of domestic abuse, particularly to people who may come from very different circumstances and backgrounds to me.

When I returned home, I used this knowledge to set up a support system for refugee communities I work with to use online services and dedicated phone hotlines to safely report cases of gender-based violence.

“I am so grateful for Chevening, not only as a scholar, but as refugee. Speaking about my experience, achieving this scholarship, travelling to the UK, acquiring new skills, and coming back to benefit the community and the refugee communities I work with; it’s impact is so far-reaching.”

Find out more about the Chevening community’s impact in local communities before applying when applications open this summer.

Related news

Youth for climate action

Alumni in Turkey participated in a panel discussing global efforts to tackle climate change as part of a CAPF-funded event. We find out more.

Building entrepreneurs out of poverty

Mashiat Mahbub Chowdhury and Sayan Muhammad Rafi, two Chevening alumni from Bangladesh, are now making an impact in the development sector of their home country. Either by providing mechanization for agricultural activities or improving women’s knowledge and abilities in business, their work empowers rural Bangladeshi communities to come out of poverty and challenge social and cultural norms.

Driving governance reform in times of uncertainty: A case study from Beirut

As Lebanon faces governance challenges, world leaders and Lebanese citizens alike are looking for positive solutions to empower change. We hear from Chevening partner organisation, Siren Associates, a Lebanese non-profit organisation finding innovative reform solutions.

Student sat writing at a table. Photo by mentatdgt from Pexels

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

Writing essays in science subjects
Brief video guides to support essay planning and writing
Writing extended essays and dissertations
Planning your dissertation writing time

Structuring your dissertation

Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions.

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline.

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

Approaching different types of essay questions
Structuring your essay
Writing an introduction
Making use of evidence in your essay writing
Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

The background information to - and context for - your research. This often takes the form of a literature review.
Explanation of the focus of your work.
Explanation of the value of this work to scholarship on the topic.
List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources.

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work .

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Home / Essay Samples / Education / Studying Abroad / Studying Abroad In England

Studying Abroad In England

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2 Chevening Essays: Studying in the UK

“Studying in the UK” Chevening Essay Example 1

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How to Write a UCAS Personal Statement [With Examples]

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Final hints & tips to help your students

Handpicked Related Content

Time pressure

Sticking closely to the Personal Statement format

Making it stand out

The essential ingredients for writing a great UCAS Personal Statement

Watch: How to Write a UCAS Personal Statement with University of Essex

Structuring a UCAS Personal Statement

Telling a story with a Personal Statement

How to help your students start their UCAS Personal Statement

How can you demonstrate a formative interest in your subject?

What inspired you to study your chosen subject?

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Are you able to demonstrate skills and competencies which will be necessary for university study?

How have your extracurricular activities helped prepare you for university?

How to write the UCAS Personal Statement [with examples]

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Discussing Academic Achievements

Showcasing Extracurricular Activities

Concluding the UCAS Personal Statement

Medicine (Imperial College, London)

Economic History with Economics (London School of Economics)

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

Students should be themselves

Proof-read (then proof-read again!)

Book a free demo

Why study in the UK?

Think about what you’d like to gain from your year studying in the UK.

Think about how the skills you intend to learn during your UK study year could bring positive change to other people.

Share what excites you most about your course. Which modules are you most interested in?

Think about how you’d leverage the Chevening network to help you achieve your career goals

And finally, if you’re successful in being awarded a Chevening Scholarship or Fellowship, make sure you give yourself time and space to reflect and adapt your perspectives.

Related news

Youth for climate action

Building entrepreneurs out of poverty

Driving governance reform in times of uncertainty: A case study from Beirut

Essay and dissertation writing skills

Advice on planning and writing essays and dissertations

Essay writing in science subjects

Systems & Services

Latest student news

CAN'T FIND WHAT YOU'RE LOOKING FOR?

Why study in the UK?

International students tell their stories Why choose the UK?

BSc Biomedical Science, University of Kent

LLM International Tax Law, Bournemouth University