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By Nik Taylor (Editor, The Uni Guide) | 18 August 2023 | 22 min read

How to write an excellent personal statement in 10 steps

Stand out from the crowd: here's how to write a good personal statement that will get you noticed

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Your personal statement forms a core part of your university application, and the sooner you get going, the better you can make it. You may think that your personal statement won’t matter as much to unis as your grades and experience but a great personal statement could make all the difference between you and a candidate with the same grades. Sure, your application might not reach that deal breaker stage. But is it something you want to leave to chance?  Here we’ll take you through the process of planning, writing and checking a good personal statement, so you end up with something you can submit with confidence. And to make sure the advice we're giving you is sound, we’ve spoken to admissions staff at loads of UK universities to get their view. Look out for video interviews and advice on applying for specific subjects throughout this piece or watch our personal statement playlist on YouTube .

• Are you looking for personal statement examples? Check our library of hundreds of real personal statements, on The Student Room

Personal statement deadlines

You'll need to make sure you've got your personal statement written well in advance of your application deadline. Below are the main university application deadline dates for 2024 entry.

2024 entry deadlines

16 October 2023: Deadline for applications to Oxford and Cambridge universities, along with most medicine, dentistry, and veterinary courses.   31 January 2024: Deadline for applications to the majority of undergraduate courses. After this date, universities will start allocating places on these courses –   but you can still apply after the 31 January deadline , as this article explains . 30 June 2024:  Students who apply after this date will be entered into Clearing .

• Read more: Ucas deadlines and key application dates

What is a personal statement?

A personal statement is a central part of your Ucas application, where you explain why you’ve chosen a particular course and why you’ll be good at it. It's your chance to stand out against other candidates and hopefully get that all-important offer. You only write one personal statement which is then read by each university you apply to, so if you are applying for more than one subject (or it's a combined course) it's crucial that you include common themes or reference the overall skills needed for all subjects. Personal statements are especially important if you’re trying to get on a very competitive course, where you need to do anything you can to stand out to admissions tutors. Courteney Sheppard, senior customer experience manager at Ucas, advises that your personal statement is "the only part of the application that you have direct control over. Do lots of research to demonstrate your passion, curiosity and drive to pursue your chosen subject." There’s a limit on how much you can write: your personal statement can be up to 4,000 characters (including spaces) or 47 lines of 95 characters (including spaces); whichever is shorter. This may appear generous (read: long) but once you've got going you may find yourself having to edit heavily.

• Read more: teacher secrets for writing a great personal statement

1. Plan what you want to cover

The first thing you need to do is make a plan. Writing a personal statement off the top of your head is difficult. Start by making some notes, answering the following questions:

• What do you want to study?
• Why do you want to study it?
• What is there about you that shows you’re suited to studying this subject at university? Think about your personality, as well as your experiences.
• What are your other interests and skills?

These few points are going to form the spine of your personal statement, so write them in a way that makes sense to you. You might want to make a simple bulleted list or you might want to get all arty and use a mindmap. Whatever you choose, your aim is the same. You want to get it clear in your own head why a university should offer you a place on its course. Getting those details down isn't always easy, and some people find it helpful to make notes over time. You might try carrying a notebook with you or set up a memo on your phone. Whenever you think of something useful for your personal statement, jot it down. Inspiration sometimes comes more easily when you’re thinking about something else entirely. It might help to take a look at The Student Room for some sample personal statements by university and sample personal statements by subjects , to give you an idea of the kind of thing you want to include. 

• Read more: personal statement FAQs

2. Show off your experience

Some things are worth adding to your personal statement, some things are not. Firmly in the second camp are your qualifications. You don’t need to mention these as there’s a whole other section of your personal statement where you get to detail them very precisely. Don’t waste a single character going on about how great your GCSE grades are – it’s not what the admissions tutor wants to read. What they do want to see is: what have you done? OK, so you’ve got some good grades, but so do a lot of other applicants. What have you done that’s different, that shows you off as someone who really loves the subject you’re applying for? Spend some time thinking about all the experience you have in that subject. If you’re lucky, this might be direct work experience. That’s going to be particularly appropriate if you’re applying for one of the more vocational subjects such as medicine or journalism . But uni staff realise getting plum work experience placements is easier for some people than others, so cast your net wider when you’re thinking about what you’ve done. How about after-school clubs? Debating societies? Are you running a blog or vlog? What key skills and experience have you picked up elsewhere (eg from hobbies) that could be tied in with your course choice? Remember, you’re looking for experience that shows why you want to study your chosen subject. You’re not just writing an essay about what you're doing in your A-level syllabus. Use this checklist as a guide for what to include:

• Your interest in the course. Why do you want to spend three years studying this subject at university?
• What have you done outside school or college that demonstrates this interest? Think about things like fairs/exhibitions, public lectures or voluntary work that is relevant to your subject.
• Relevant work experience (essential for the likes of medicine, not required for non-vocational courses such as English )
• Skills and qualities required for that career if appropriate (medicine, nursing and law as obvious examples)
• Interest in your current studies – what particular topics have made an impression on you?
• Any other interests/hobbies/experiences you wish to mention that are relevant either to the subject or 'going to uni'. Don't just list your hobbies, you need to be very selective and state clearly what difference doing these things has made to you.
• Plans for a gap year if you’re deferring entry.

Read more: 6 steps you need to take to apply to university

3. Be bold about your achievements

Don't be bashful about your achievements; that’s not going to help you get into uni. It's time to unleash your inner Muhammed Ali and get all “I am the greatest” with your writing. Do keep it focused and accurate. Do keep your language professional. But don’t hide your qualities beneath a layer of false modesty. Your personal statement is a sell – you are selling yourself as a brilliant student and you need to show the reader why that is true. This doesn’t come naturally to everyone, and if you’re finding it difficult to write about how great you are it’s time to enlist some help. Round up a friend or two, a family member, a teacher, whoever and get them to write down your qualities. Getting someone else’s view here can help you get some perspective. Don’t be shy. You are selling your skills, your experience and your enthusiasm – make sure they all leap off the screen with the way you have described them.

• Read more: the ten biggest mistakes when writing your personal statement  

4. How to start your personal statement

Type your personal statement in a cloud-based word processing program, such as Google Docs or Microsoft Word and don’t copy and paste it into Ucas Hub until it’s finished.  One of the benefits of doing it this way is that you can run spell check easily. (Please note, though, that Word adds "curly" quotation marks and other characters (like é or ü) that won't show up on your Ucas form, so do proofread it on Ucas Hub before submitting it to ensure it is how you typed it.)  Another big benefit is that you'll always have a backup of what you've written. If you're being super careful, you could always save your statement in another place as well. Bear in mind that extra spaces (eg adding spaces to the beginnings of paragraphs as indentation) are removed on Ucas. In your first sentence, cut to the chase. Why do you want to do the course? Don’t waste any time rambling on about the daydreams you had when you were five. Just be clear and concise – describe in one line why this course is so important to you. Then, in the rest of your intro, go into more detail in demonstrating your enthusiasm for the course and explaining how you decided this is what you want to do for the next three or more years. However you choose to start your statement, just avoid the following hoary old chestnuts. These have been some of the most used lines in personal statements over the years – they are beyond cliche, so don’t even think about it.

• From a young age I have (always) been [interested in/fascinated by]…
• For as long as I can remember, I have…
• I am applying for this course because… 
• I have always been interested in… 
• Throughout my life I have always enjoyed… 
• Reflecting on my educational experiences… 
• [Subject] is a very challenging and demanding [career/profession/course]… 
• Academically, I have always been… 
• I have always wanted to pursue a career in… 
• I have always been passionate about…   

5. Focus your writing on why you've chosen that subject

So you’ve got your intro done – time to nail the rest of it. Bear in mind that you’ve got to be a little bit careful when following a personal statement template. It’s easy to fall into the trap of copying someone else’s style, and in the process lose all of your own voice and personality from your writing. But there is a rough order that you can follow, which should help keep you in your flow. After your opening paragraph or two, get into any work experience (if you’ve got it). Talk about extracurriculars: anything you've done which is relevant to the subject can go here – hobbies, interests, volunteering. Touch on your career aspirations – where do you want this course to take you? Next, show your enthusiasm for your current studies. Cite some specific examples of current work that you enjoyed. Show off your relevant skills and qualities by explaining how you’ve used these in the past. Make sure you’re giving real-world examples here, not just vague assertions like “I’m really organised and motivated”. Try to use examples that are relevant.   Follow this up with something about you as a person. Talk about non-academic stuff that you like to do, but link it in some way with the course, or with how it shows your maturity for dealing with uni life. Round it all off by bringing your main points together, including a final emphasis of your commitment to studying this particular course.

• Read more: how to write your personal statement in an evening  

6. How long should a personal statement be?

You've got to work to a very specific limit when writing your personal statement. In theory you could use up to 4,000 characters – but you’re probably more likely to be limited by the line count. That's because it's a good idea to put line breaks in between your paragraphs (to make it more readable) and you only get a maximum of 47 lines. With this in mind, 3,500 characters is a more realistic limit. But when you’re getting started you should ignore these limits completely. At first, you just want to get down everything that you feel is important. You'll probably end up with something that is far too long, but that's fine. This is where you get to do some polishing and pruning. Keep the focus of your piece on the course you’re applying for, why you want to do it and why you’re perfectly suited to it. Look through what you’ve written so far – have you got the balance right? Chop out anything that goes on a bit, as you want each point to be snappy and succinct.

• Read more: universities reveal all about personal statements  

7. Keep it simple

8. Smart ways to end your personal statement

Writing a closing line that you’re happy with can feel as tricky as coming up with your opener. What you’re looking for here is a sign-off that is bold and memorable. The final couple of sentences in your statement give you the opportunity to emphasise all the good stuff you’ve already covered. Use this space to leave the reader in no doubt as to what an excellent addition you would be to their university. Pull together all your key points and – most importantly – address the central question that your personal statement should answer: why should you get a place on the course?

• Read more: universities explain how to end your personal statement with a bang  

9. Make sure your personal statement has no mistakes

Now you’ve got a personal statement you’re happy with, you need to make sure there are no mistakes. Check it, check it a second time, then check it again. Once you’ve done that, get someone else to check it, too. You will be doing yourself a massive disservice if you send through a personal statement with spelling and/or grammatical errors. You’ve got months to put this together so there really is no excuse for sending through something that looks like a rush job. Ask your teachers to look at it, and be prepared to accept their feedback without getting defensive. They will have seen many personal statements before; use what they tell you to make yours even better. You’ve also got another chance here to look through the content of your personal statement, so you can make sure the balance is right. Make sure your focus is very clearly on the subject you are applying for and why you want to study it. Don’t post your personal statement on the internet or social media where anyone can see it. You will get picked up by the Ucas plagiarism checker. Similarly, don't copy any that you find online. Instead, now is a good time to make your parents feel useful. Read your personal statement out to them and get them to give you feedback. Or try printing it out and mixing it up with a few others (you can find sample personal statements on The Student Room). Get them to read them all and then try to pick yours out. If they can't, perhaps there's not enough of your personality in there.  

10. Don't think about your personal statement for a whole week

If you followed the advice at the very start of this guide, you’ve started your personal statement early. Good job! There are months before you need to submit it. Use one of these weeks to forget about your personal statement completely. Get on with other things – anything you like. Just don’t go near your statement. Give it a whole week and then open up the document again and read through it with fresh eyes. You’ll gain a whole new perspective on what you’ve written and will be well placed to make more changes, if needed.

• Read more: how to write your personal statement when you have nothing interesting to say  

10 steps to your ideal personal statement

In summary, here are the ten steps you should follow to create the perfect personal statement.  

Personal statement dos and don'ts

• Remember that your personal statement is your personal statement, not an article written about your intended field of study. It should tell the reader about you, not about the subject.
• Only put in things that you’re prepared to talk about at the interviews.
• Give convincing reasons for why you want to study the course – more than just "enjoying the subject" (this should be a given).
• For very competitive courses, find out as much as you can about the nature of the course and try to make your personal statement relevant to this.
• Be reflective. If you make a point like 'I like reading', 'I travelled abroad', say what you got from it.
• Go through the whole thing checking your grammar and your spelling. Do this at least twice. It doesn’t matter if you’re not applying to an essay-based course – a personal statement riddled with spelling mistakes is just going to irritate the reader, which is the last thing you want to do. If this is something you find difficult then have someone look over it for you.
• Leave blank lines between your paragraphs. It’s easier for the reader to get through your personal statement when it’s broken into easily digestible chunks. Remember that they’re going to be reading a lot of these! Make yours easy to get through.
• Get someone else's opinion on your statement. Read it out to family or friends. Share it with your teacher. Look for feedback wherever you can find it, then act upon it.
• Don’t write it like a letter. Kicking off with a greeting such as "Dear Sir/Madam" not only looks weird, it also wastes precious space.
• Don’t make jokes. This is simply not the time – save them for your first night in the union.
• Don’t criticise your current school or college or try to blame teachers for any disappointing grades you might have got.
• Be afraid of details – if you want your PS to be personal to you that means explaining exactly which bits of work or topics or activities you've taken part in/enjoyed. It's much more compelling to read about one or two detailed examples than a paragraph that brushes over five or six.
• Just list what you're doing now. You should pull out the experiences that are relevant to the courses which you're applying to.
• Mention skills and activities without giving examples of when they have been demonstrated by you or what you learnt from them. Anyone can write "I have great leadership skills" in a PS, actually using a sentence to explain when you demonstrated good leadership skills is much rarer and more valuable.
• Refer to experiences that took place before your GCSEs (or equivalent).
• Give explanations about medical or mental health problems. These should be explained in your reference, not your PS.
• Apply for too many different courses, making it difficult to write a convincing personal statement which supports the application.
• Write a statement specific to just one institution, unless you're only applying to that one choice.
• Copy and paste the statement from somewhere else! This means do not plagiarise. All statements are automatically checked for plagiarism by Ucas. Those that are highlighted by the computer system are checked manually by Ucas staff. If you’re found to have plagiarised parts of your statement, the universities you apply to will be informed and it could jeopardise your applications.
• Use ChatGPT or another AI program to write your personal statement for you. Or, if you do, make sure you thoroughly edit and personalise the text so it's truly yours. Otherwise you're very much at risk of the plagiarism point above.

You may want to look at these...

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XJTLU Policy on Ethical Conduct in Research

1. Policy Statement

1.1 Xi’an Jiaotong-Liverpool University (hereinafter referred to as ‘XJTLU’) is fully committed to the advancement of high quality academic research and to carrying out its research within a comprehensive ethical framework. This commitment extends to researchers, students and third parties.

1.2 The underpinning principle for any ethical review should be to ensure that, in undertaking any research, the University strives to contribute to knowledge and avoid causing harm. The term ‘Research’ is normally defined as: “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge”.

1.3 Research which involves human (including human participants (hereinafter referred to as ‘participants’), survey respondent, human genetic resources and personal data) or animals will always require formal ethical consideration.

The term “human genetic resources” includes the materials of human genetic resources and information on human genetic resources. The term “materials of human genetic resources” means genetic materials such as organs, tissues and cells which contain human genomes, genes and other genetic substances. The term “information on human genetic resources” means information materials such as data generated from the utilization of materials of human genetic resources.

1.4 It is the University’s expectation that staff, students, visitors, collaborators and agents who undertake research under the auspices of XJTLU should be aware of ethical considerations, ensure that they act in an ethical manner to the highest possible ethical standards.

2. Overarching Purpose

The purpose of this Policy is to:

2.1 Set out the principles applicable to all research, conducted in the name of or at XJTLU; and

2.2 Provide members of the University with a clear understanding of the ethical review process operated by XJTLU; and

2.3 Support a culture of high academic excellence and standards by providing an ethical review framework which enables research to be scrutinized in terms of ethical risk.

This Policy applies to all staff and students of XJTLU engaged in research as well as to visitors, collaborators, or agents who undertake research in the name of or at XJTLU.

4. Principles of Ethical Research

4.1 The University recognises that ethical issues vary considerably across different research and will necessarily have differing approaches to ethical review and the framing of ethical guidance. What’s set out below are the broad principles that the University generally expects its researchers to abide by.

a) All research must be designed, reviewed and undertaken in compliance with applicable laws, regulations, policies and guidelines.

b) In order to ensure the independence and trustworthiness of research results, any relevant or potential conflict of interest - whether personal, financial, academic or political - should be identified and declared. Conflict of interest should be declared in research proposals, publications or other forms of dissemination of findings, etc.

c) All human and animal research subjects must be treated with care and respect. The safety, health and welfare of the community and of all people relating to the research must be safeguarded.

d) Participants must be fully informed about the research they are invited to participate in and their consent to take part must be made voluntarily, freely and without any coercion. Consents should be recorded, ideally in writing.

In general, informed consent must be obtained from any participants in research at an appropriate point in the research process. Projects in which informed consent is impracticable due to the nature of the research or participants must be declared.

e) The design of the research should aim at maximizing the benefits and reducing the risks to participants of the research. There should be an appropriate balance between benefits and risks, and the well-being of the participants involved, especially those from vulnerable groups (children, frail and vulnerable elderly people, people with learning or communication disabilities, people in custody or people engaged in illegal activities) and those lacking the capacity or opportunity to make their consent, requires specifically considered protection, including appropriate ethical review.

f) Research involving vulnerable participants should only be undertaken when a project cannot reasonably be carried out with non-vulnerable participants or where the research has the potential to benefit that vulnerable group.

g) Rights of participants to make decisions for themselves should be respected, and researchers should not exert undue influence on participants’ decisions. Researchers should avoid conduct that may directly influence or distort research results.

h) Confidentiality of information given by participants and the anonymity of participants must be respected at all times, and documentation protected accordingly except where participants have agreed otherwise or disclosure is required by law.

i) While anonymisation of stored research data is encouraged, and every effort should be made to ensure effective protection of stored data which is private and confidential. Researchers must ensure that the personal data of participants are properly protected, especially in accordance with any laws relating to personal data protection. The methods of data acquisition and the use to which the data will be put must be approved by the appropriate Ethics Review Panel. The researchers must not use such information for their own personal advantage or that of a third party.

j) The Principal Investigator (hereinafter referred to as ‘PI’) must retain research records (including signed consent documents) for three years after completion of the research. Completion of the research is typically evidenced by the PI providing the completion report or equivalent supporting documents.

k) Researchers must respect a participant’s right to withdraw from active participation in research without adverse consequences to the participant. In some circumstances, however, where the participant opts to withdraw after the data has been aggregated and can no longer be related to the individual, retaining the data will be unavoidable.

l) Animals should be used in research only when alternative means have been found to be not viable or adequate. Where possible, the use of animals in research should be replaced by other methods such as computer simulation or cellular or other model systems. If research involving animals is necessary, the research design should aim at reducing the number of animals used to obtain sufficient information, and no more than the minimum number of animals necessary to ensure scientific and statistical validity should be used.

m) The physical and cultural environment should also be respected and treated with care, and measures need to be taken to minimize any unavoidable harmful impact on the environment. Researchers should take the sustainability of environmental resources into consideration in the research design. All resources should be utilized and deployed efficiently, and waste should be minimized.

n) Risks should be managed so that harm and/or damage arising from the research is avoided or minimised wherever possible and measures should be taken to ensure that the benefits of research should outweigh any potential harm or damage caused.

o) The same high ethical standards shall apply wherever in the world the research is undertaken. Research must adhere to local expectations, practices and laws, without compromising University standards.

4.2 The University meets these principles by communicating its standards and policies to staff through training, publication of this policy and other related policies, and through the process of the ethical review of research.

5. Ethical Review at XJTLU

5.1 XJTLU is committed to undertaking a rigorous and independent ethical review process that is proportionate to the potential risk.

5.2 This process includes a range of procedures for specific application types. The relevant level and type of ethical review may vary, with the principal determinant for the type of review being the risks associated with the research (see appendix 1). In compliance with governmental regulations/policies, and based on characteristics of research activities, the XJTLU currently undertakes the ethical review of Standard Risk Research (hereinafter referred to as ‘SRR’) and Low Risk Research (hereinafter referred to as ‘LRR’). 5.3 The University Ethics Review Panel has overall responsibility for monitoring the ethical review process, and providing the advice and suggestions from an academic perspective on ethics related matters.

5.4 University and school Ethics Review Panels are responsible for ensuring that proposals referred to them receive valid, sufficiently comprehensive, independent and timely ethical review.

A relatively straightforward ethics review for LRR should ideally take approximately ten working days.

A relatively straightforward ethics review for SRR should ideally take approximately fifteen working days.

5.5 School Ethics Review Panels should ensure that their arrangements for ethical review are adequate to cover all relevant aspects of the research undertaken by staff, students, visitors, collaborators in the name of or at XJTLU. These arrangements will be reviewed annually by University Ethics Review Panel.

6. Roles and Responsibilities

6.1 University Ethics Review Panel

6.1.1 University Ethics Review Panel is responsible for keeping under review and monitoring the implementation of the University Ethics Policy.

6.1.2 University Ethics Review Panel is responsible for providing advice and suggestions from an academic perspective on newly emerging and/or high risk ethics related matters, as well as special cases raised within the university.

6.1.3 University Ethics Review Panel will also ensure delivering appropriate training on ethical issues across the whole university to sustain a university-wide awareness of research ethical and related issues.

6.1.4 University Ethics Review Panel will also conduct preliminary ethical review on applications to governmental funding during the application stage, when required.

6.1.5 University Ethics Review Panel expects School Ethics Review Panels to provide reports on a semester basis and to regularly monitor approvals given to ensure the quality of the ethical review undertaken.

6.2 School Ethics Review Panels

6.2.1 Each School will normally be expected to have an Ethics Review Panel but, with the agreement of the Chair of University Ethics Review Panel, School Deans may agree to establish joint Ethics Review Panel across different Schools. This Panel normally consists of the one School Ethics Coordinator and a pool of reviewers within the school.

6.2.2 School Ethics Coordinators act as the main liaison between the university and their respective schools. School Ethics Coordinators are also tasked with relaying information related to the University Procedure to staff and students within their school.

6.2.3 For disputed cases or cases beyond the school review expertise, School Ethics Review Panels should report to and seek academic advice from University Ethics Review Panel.

6.3 Researchers

6.3.1 Individual researchers are responsible for the ethical obligations when conducting research and should take the ultimate responsibility for the overall ethical conduct of their research. The University expects all researchers to take personal responsibility for familiarising themselves with XJTLU Policy on Ethical conduct in Research and the accompanying guidance, as well as any subject specific materials.

6.3.2 Researchers undertaking a project that involves human participants, survey respondent, human genetic resources, personal data or animals which requires ethical review must not commence research until the PI has obtained the XJTLU ethical approval letter and all other required approvals.

6.3.3 Research involving human genetic resources will also come under National Regulations on the Management of Human Genetic Resources and will require the review of Ministry of Science and Technology before the research commences. Research that requires review by an external body should be identified and referred to that body as early as possible in the University ethics review process.

6.3.4 Research involving animals will also come under the relevant governmental regulations scope and may be required to obtain specific license/qualification certificates before the research commences. Research that is required to obtain specific license/qualification certificates from an external body should be identified and referred to that external body as early as possible in the University ethics review process.

6.3.5 It is the responsibility of the PI for any research to ensure that all members involved in that research are aware of and comply with XJTLU Policy on Ethical conduct in Research, the accompanying guidance and the contents of the approved ethics application for the research.

6.3.6 The PI must ensure that research staff are qualified in the aspects including, but not limited to, appropriate human and animal subjects training, education, expertise, credentials, protocol requirements and privileges, to perform the procedures and duties assigned to them during the research.

6.3.7 Notwithstanding any ethical approval that may be obtained, researchers are required to ensure that their research is conducted in accordance with the ethical requirements of their funding body and/or any professional bodies or associations relevant to their discipline, and in compliance with health and safety requirements.

6.3.8 Serious cases of failing to apply for ethical approval or deviating from the approved project will be subjected to the University’s established misconduct procedures.

6.4 Students and Supervisors

Should a project include students in its research team, in addition to all points listed under 6.5, proper supervisory arrangements should also be assured. This includes:

6.4.1 Academic supervisors of undergraduate and postgraduate students shall ensure that their students become familiar with the XJTLU Policy on Ethical conduct in Research and endorse their students' application prior to the submission of ethics applications.

6.4.2 Students should normally be engaged in research projects which are within their field of study and do so under the supervision of a faculty member/academic staff.

Appendices:

1. Appendix 1 Flowchart of Research Ethics Application and Review Process 2. Appendix 2 Ethics in Research Provisional Guidelines on Best Practice 3. Appendix 3 Informed Consent Form 4. Appendix 4 Participant Information Sheet Guidelines

(Last review date: 17-Aug-2023)

• Attached Files
• Appendix 3 Informed Consent Form.docx (102.42 KB) 1471
• Appendix 4 Participant Information Sheet Guideline.pdf (248.97 KB) 916
• XJTLU Policy on Ethical conduct in Research.pdf (232.19 KB) 638
• Appendix 1 Flowchart of Research Ethics Application and Review Process.pdf (1.3 MB) 624
• Appendix 2 Ethics in Research Provisional Guidelines on Best Practice.pdf (148.03 KB) 602

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Assistant Professor

• Department of Accounting
• Phone +86 (0)512 89167804
• 28 Citations

Research activity per year

Personal profile

Dr. Lili Jiu joined XJTLU in 2022 as an Assistant Professor of Accounting. She has experience as a postdoc research fellow at the Chinese University of Hong Kong and Hong Kong Baptist University. Her main research interest lies in accounting information quality, auditing, and supply chain management.

Research interests

Auditing; Voluntary Disclosure; Corporate Finance Issue in China; Supply Chain Management; Financial Statement Comparability.

Post-doctoral fellow, The Chinese University of Hong Kong, 2019-2020

Post-doctoral fellow, Hong Kong Baptist University, 2020-2022

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

Person Types

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• Financial Statement Economics, Econometrics and Finance 100%
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• Evolutionary Game Economics, Econometrics and Finance 40%
• Emerging Economies Economics, Econometrics and Finance 40%
• Accounting Standards Economics, Econometrics and Finance 40%
• Intellectual Property Right Economics, Econometrics and Finance 40%

Collaborations and top research areas from the last five years

Dive into details.

Select a country/territory to view shared publications and projects

Projects per year

Tracing Business Digital Footprints: The Effect of Digital Transaction on Tax Avoidance

1/07/23 → 30/06/26

Project : Internal Research Project

• Digital Business 100%
• Tax Avoidance 100%

The Effect of Digital Transactions on Investment Efficiency

24/06/24 → 25/08/24

Research output

• 1 Conference Proceeding
• 1 Conference article

Research output per year

Exploring the confluence of bioinspired technologies and the metaverse: Business and societal implications in the anthropocene era

Research output : Contribution to journal › Article › peer-review

• User Interaction 100%
• Conceptual Model 100%
• Social Implication 100%
• Ethical Implication 100%
• Ethical Consideration 100%

Stock market liberalization and management earnings forecasts: Evidence from a quasi-experiment in China

• Earnings Announcement 100%
• Quasi Experiment 100%
• Management Earnings Forecasts 100%
• Stock Market Liberalization 100%
• Investors 33%

Value creation or political trick? An event study on anti-ESG regulations

• Value Creation 100%
• Event Study 100%
• Environmental, Social and Corporate Governance 100%
• Fuel Energy 100%
• Capital Market Returns 33%

Does financial statement comparability mitigate corporate frauds in an emerging market? Evidence from China

• Emerging Economies 100%
• Financial Statement 100%
• Benefits 16%
• Accounting 16%

How do suppliers benefit from customers’ voluntary disclosure? the effect of customers’ earnings guidance on upstream firms’ investment efficiency

• 4 Publication Peer-review
• 3 Presentation at conference/workshop/seminar
• 1 Completed SURF Project

Activities per year

Lili Jiu (Supervisor)

Activity : Supervision › Completed SURF Project

The Eleventh International Conference of the Journal of International Accounting Research (JIAR).

Lili Jiu (Speaker)

Activity : Talk or presentation › Presentation at conference/workshop/seminar

International Journal of Accounting (Journal)

Lili Jiu (Reviewer)

Activity : Peer-review and editorial work of publications › Publication Peer-review

JAAF Conference 2023 Helsinki

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Exploring peptide clumping for improved drug and material solutions

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