Skip to main content

The Book

Skill Sheets is a practical resource for understanding and developing core skills that all university students need to obtain. In a very concise manner, this book shows how these skills are related and how one can develop and work with many skills simultaneously. With these skills to hand, students are able to maintain a better focus on the content of their course. Developed and at RSM Erasmus University, it has been thoroughly tested over many years by both students and professors, and improved accordingly.


Rob van Tulder, Professor of International Business-Society Management, Erasmus University Rotterdam/Rotterdam School of Management. He holds a PhD degree (cum laude) in social sciences from the University of Amsterdam. Published in particular on the following topics: European Business, Multinationals, high-tech industries, Corporate Social Responsibility, the global car industry, issues of standardisation, network strategies, smaller industrial countries (welfare states) and European Community/Union policies.

How to purchase

The book – Skill Sheets – An Integrated Approach to Research, Study and Management - (2018, ISBN 9789043033503) can be ordered directly online by clicking one of the following links depending your country of origin:

Dutch Dutch buyers

International buyers International buyers

Study and self-management skill levels

In the introduction to every series of Skill Sheets four levels of skill proficiency are specified:

  • Level 1: Entry level Bachelors
  • Level 2: Exit level Bachelors
  • Level 3: Exit level Masters
  • Level 4: Postgraduate level

You should develop your self-management skills in every phase of your academic career (and thereafter!). The levels of skills proficiency below provide an indication of the skill proficiency you should minimally aim for.

Level 1

  • Learning to digest knowledge: basic principles of ‘learning to learn’
  • Systematic and active learning attitude, aimed at an academic study
  • Rough version of ‘learning reports/contract’: first assessment of weaknesses and strengths is given
  • Feedback aimed at understanding what the teacher wants
  • Effective time management (only) possible under pressure
  • Understand what an ‘integrative approach’ to skills means

Level 2

  • Development of ‘learning to learn’ in practice
  • Start to decide on what is an interesting ‘portfolio’ of knowledge topics
  • More sophisticated version of learning reports; linking weaknesses and strengths
  • Feedback aimed at balancing the interests of teachers and students (own weaknesses and strengths)
  • Time management balances study and other activities
  • Be aware and able to link simple skills

Level 3

  • Knowledge accumulation to generate further learning
  • Assertive attitude to come to an integrated approach of the object of knowledge
  • Learning report links strengths/weaknesses to opportunities/threats and implementation
  • Feedback actively organised by the students themselves
  • Effective time management is self-reinforcing
  • Students are able to analytically and practically link more complicated skills

Level 4

  • Mastery of principles of lifelong learning
  • Self-management of feedback and regular update of learning reports (for self-feedback and input for peer feedback)
  • Volunteering to provide and receive coaching (example: become tutor)
  • Effective time management remains a topic of continuous learning and feedback

'An Integrated Approach to Research, Study and Management'