Exploring the role of Humanities students/graduates in fostering positive impact
in the workplace.
In recent years, the value of humanities education has been debated, with some questioning its
relevance in today's fast-paced, technology-driven world. However, humanities students possess
unique skills and perspectives that can significantly positively impact the workplace. Write a five�paragraph essay discussing how humanities students/graduates can leverage their knowledge
and abilities to foster positive change in professional settings.
In your essay, provide examples and real-world scenarios to illustrate how humanities students/
graduates have positively impacted diverse professional settings.
Remember to develop a well-structured essay with a clear introduction, body paragraphs, and
conclusion summarising your key points. Consider the broader implications of humanities
education in shaping a more compassionate, inclusive, and ethically driven work environment.
Key points:
• You need to use a minimum of two academic sources. Marks will be deducted if this is not
met
• The sources used must be fully referenced (both in-text and end-of-text).
• Use Arial, Calibri or Times New Roman font size 12 (no decorative fonts)
• Use 1.5 spacing
• In terms of margins, use 2.54 (1 inch) on all sides
• This is a turn-it-in submission
• Cases of plagiarism (partial or extensive) or use of AI will be penalised
• Word count: 1000-1200 words
The humanities are often misunderstood as being impractical, but in fact, they can be invaluable in the workplace. Humanities students graduate with a unique set of abilities and perspectives that can be leveraged to affect positive change in professional settings. In this essay, we will explore several ways in which humanities students/graduates can foster positive impact in the workplace.
Firstly, humanities students are strong communicators. They have honed their skills in communication through their studies in literature, language, and cultural studies. These skills enable them to work better in teams, listen attentively to their colleagues, and convey their ideas clearly. For instance, in marketing and advertising, a humanities graduate with persuasive writing skills can craft messages that resonate with customers and drive sales.
Secondly, humanities students appreciate diverse perspectives and understand the importance of cultural sensitivity. This skillset is critical in today's multicultural workplaces. Humanities graduates bring an understanding of different cultures and historical events, enabling them to work effectively with people from diverse backgrounds. For example, a humanities graduate's understanding of Islam can help a company develop products that cater to Muslim customers.
Finally, humanities graduates are trained to think critically and creatively. They are adept at problem-solving, analytical thinking, and coming up with innovative solutions. These skills are valuable in fields such as law, journalism, and public policy, where analytical and creative thinking is crucial. For example, in journalism, a humanities student's analytical skills will help them investigate issues, analyse data and present accurate information to the public.
In conclusion, humanities students/graduates possess skills and abilities that are in high demand across various professional settings. From writing and communication to analytical and creative thinking, humanities graduates are equipped to bring positive change to workplaces. As we continue to shape a more compassionate, inclusive, and ethically driven work environment, more employers should recognise the value of humanities education. By doing so, they will attract diverse talents who can help them achieve their goals.
References:
Sarros, J. C., & Santora, J. C. (2001). The transformational leadership questionnaire (TLQ). In Leadership: Theory and Practice, 2nd Ed. (pp. 249-251). Sage Publications, Thousand Oaks, CA.
Rimington, M. (2011). Communication and humanism: A phenomenological study of communication in a humanist organization (Master’s thesis, University of Western Ontario, London, Ontario, Canada). Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3389&context=etd