Economics and Politics degree personal statement

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Published: 20th October 2021
Word count: 663 words
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Being in attendance at the head of state level summit of the Southern African Development committee in Zimbabwe and observing the circus of two-faced diplomacy was the initial piquing of interest in what was at first just a career aim. However, geopolitical events in recent years such as the South China Sea dispute, crisis in Kashmir as well as those of the past including the 1973 oil crisis have all pushed this interest beyond that of just a career goal. I am now desirous to analyse foreign policy to acquire an understanding of the reasons and wider economic complexities behind global events and decisions made by world leaders.

Having lived the legacy of the British Empire’s invasive hand of imperialism in my native Zimbabwe for three years, I have gained a unique perspective on the effects of Victorian foreign policy. My spell in Zimbabwe actually highlighted some positives relating to British settlement such as an infrastructure developed well beyond anything that could have been imagined and an education system that has left Zimbabwe with the highest literacy rate in Africa. It is conceivable that just a few more years of British rule would have averted the negative situation Zimbabwe is in today. This is a view held by some in Zimbabwe, pointing to South Africa as an example who were liberated sixteen years later and enjoy a significantly higher quality of life. However, it is important to remember the cruelty locals had to endure. In this light, a perusal of Adam Hochschild’s ‘King Leopold’s Ghost,’ will shed light on the parallels that can be drawn between Belgium’s exploration of Africa in the late 1800’s and China’s scramble for Africa in the present day. Linking all these events is economics and so taking a cynical view of global politics, world leaders make decisions based on the National Interest model of International Relations. As evidenced by my style of diplomacy in Model United Nations where I have debated resolutions on issues ranging from proposed responses to the Ebola outbreak to combatting the Boko Haram Insurgency, I believe the Liberal approach will go a lot further in preserving stability, though I recognise the difficulty in always remaining pragmatic.

My three years in Zimbabwe and frequent trips back have also enables me to observe a nation on its development journey despite the far-reaching corruption that has warped the system. Living in Zimbabwe, you begin to understand that diplomacy is multi-faceted as international players attempt to orchestrate political change.

The opportunity to study Economics, History and Politics at A-Level has given me a well rounded introduction into how the global economy and political system are interconnected as well as providing me with the skills to analyse and critically evaluate arguments. Having studied the German Reformation in depth, I observed broad similarities between this event and Brexit. Taking Economics has also shown me how the basic issue of the scarcity of resources influences almost every major dispute in the international arena, whilst studying Politics has taught me that domestic legislative bodies and public political opinion have huge influence on foreign policy decisions made by government as well as shedding light on why public opinion was ignored as it was by the Blair government in 2003 on Iraq.

Aside from academia, I am a keen rugby player with my local club which has helped develop my leadership skills and teamwork whilst my volunteering with a startup charity has strengthened my sense of community and organisational skills.

The decision to choose this degree was facilitated by a taster course at Kings College and an online course in Global Diplomacy from SOAS. I one day hope to be at the centre of international politics, taking part in shaping the foreign policy of Zimbabwe or Africa as a whole in the African Union and so I believe the interdisciplinary nature of this degree not only suits my cosmopolitan mindset but will also give me the foundation to pursue my dream.

Why this example works — strengths and ways to improve

Your statement has a real asset: first-hand exposure to Zimbabwe and a regional summit, which gives your interest in foreign policy a personal root. The draft often names events, books and courses without explaining what you learned from them. Some claims, especially about colonial rule and theory, are asserted rather than argued, which weakens credibility in a subject that rewards careful evaluation.

Subject motivation

observing the circus of two-faced diplomacy was the initial piquing of interest

The summit is a distinctive and credible starting point, but you never say what you actually saw that seemed two-faced. One concrete moment would make your motivation vivid. The jump to the South China Sea, Kashmir and 1973 then reads as a list rather than a developing interest.

Academic preparation

Having studied the German Reformation in depth, I observed broad similarities between this event and Brexit

This shows you are trying to connect your subjects, which is the right instinct. The comparison stays unexplained, though, so it reads as a forced link. Name the specific similarity, perhaps sovereignty or breaking from a supranational authority, and note where the analogy fails. That would demonstrate the critical evaluation you claim A-levels gave you.

Evidence and reflection

It is conceivable that just a few more years of British rule would have averted

This counterfactual is contentious, and you support it only with literacy, infrastructure and a loose South Africa comparison. The brief line about cruelty does not engage with it. Admissions readers will value evidence weighed carefully more than a provocative view. Either develop the counterargument properly or reframe the point as a question you want to investigate.

Relevant experience

As evidenced by my style of diplomacy in Model United Nations

Model UN, the King's taster and the SOAS course are all relevant, but each gets only a phrase. You don't say what your 'style' was, what an Ebola or Boko Haram debate taught you, or what the courses changed. The rugby and charity sentence relies on generic skill claims that need one specific example each.

Credibility and voice

I have gained a unique perspective on the effects of Victorian foreign policy

Three years of living somewhere gives you insight into present-day Zimbabwe, not into Victorian policy itself, so 'unique' overclaims. Wording such as 'perusal', 'desirous' and 'invasive hand of imperialism' sounds strained. Plainer language would make your genuine experience more persuasive. The theory paragraph also jumps from 'cynical' realism to Liberal preferences too quickly.

Structure and format

My three years in Zimbabwe and frequent trips back have also enables me

The short Zimbabwe paragraph repeats the earlier one and breaks the flow from your theory discussion to your A-levels. It also contains a grammatical slip ('enables'). Merging the two Zimbabwe sections would tighten the argument. Your ending aim of working on African foreign policy is coherent, but it would be stronger if linked to the interdisciplinary course content.

What you’ve done well

Your summit attendance and time in Zimbabwe give you a personal, non-generic reason to study foreign policy and development.
You make a genuine attempt to integrate economics, history and politics, for example scarcity driving disputes and public opinion over Iraq in 2003.

How this draft could improve

Choose two or three experiences, such as the summit, a Model UN debate and the SOAS course, and explain what each specifically taught you.
Treat contested claims about colonialism and theory with balanced evidence rather than assertion, showing how you weigh opposing views.
Cut ornate phrasing and the repeated Zimbabwe paragraph, then use the space saved for reflection.

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