Preparing for university admissions abroad

There is a common misconception that all university admissions departments seek students with the same kind of profile. This could not be further from the truth. What defines an exceptional candidate in one country does not necessarily apply elsewhere. Rather than trying to mould themselves into the stereotypical 'perfect candidate', students should instead consider the preparation required to meet the wide variety of criteria universities around the world expect.

The first step is to recognise that the landscape is not homogeneous. Different countries adopt entirely distinct approaches to admitting new students. In places such as Canada and Australia, for example, the application process is largely merit-based—though not exclusively so. Some requirements may include letters of recommendation and personal statements, making the process more holistic. Universities such as UBC require all applicants to submit a personal profile.

However, many universities in the United States, as well as institutions in places such as Hong Kong, follow a more holistic model. They consider academic rigour and scores on tests such as IELTS, TOEFL, or other English language assessments. SAT scores also often play an important role in determining both admission and scholarship eligibility.

Generally, university requirements fall into three categories: 'test-required', 'test-optional', and 'test-blind'. 'Test-required' means SAT scores are mandatory, whereas 'test-optional' allows students to decide whether to submit their scores. The 'test-blind' approach means that the university will not consider test scores at all, even if a student achieves a perfect result.

Universities that adopt a holistic approach rely heavily on academic recommendations and students' personal qualities to build a complete picture. These institutions actively seek diversity of experience to avoid creating campuses where everyone is alike in thought, appearance, and behaviour.

This leads to an important and often overlooked aspect of holistic preparation: moral character. Admissions teams may wish to understand whether a prospective student will contribute positively to their community. Many high schools incorporate community service into graduation requirements, such as the CAS (Creativity, Activity, Service) component of the IB Diploma Programme.

However, since CAS is compulsory, simply completing it does not necessarily demonstrate genuine altruism. What students do beyond these requirements—and, more importantly, the mindset behind their service—is what truly matters. Meaningful service is reciprocal: students should learn from the communities they engage with just as much as they contribute. In doing so, they develop resilience and gain perspective from people whose backgrounds and circumstances may differ from their own. This two-way learning is what fosters genuine empathy.

Beyond empathy, this kind of self-exploration cultivates essential transferable skills. The transition from school to university—and eventually to the workplace—requires problem-solving, interpersonal communication, resilience, and creativity. Students encounter and learn to overcome challenges not only through service, but also through rigorous academic work, such as the IB's Extended Essay, a 4,000-word independent research project. This demands that they navigate complex research independently, demonstrating the maturity required for university-level study.

Preparing for this global landscape is inherently complex. The process involves nuances that require a strong understanding of one's personal strengths, values, and aspirations. That is why, at ISD, we place strong emphasis on our counselling programme, which begins as early as Grade 10.

Our aim is not to place undue pressure on students, but to encourage exploration and self-discovery. We provide guidance on global higher education trends while helping students build the skills and self-awareness needed for success. Through this process, students are better positioned not only to succeed as applicants, but also to grow as global citizens long after they begin their university journeys.

Although university programmes differ across countries, most institutions seek individuals with varied backgrounds and diverse lived experiences, as these enrich the overall learning environment. Ultimately, what universities value most are students who have engaged meaningfully with the world—who have learned from their experiences, can connect with others, and have something thoughtful to contribute.

Brian Eng is a University and Career Counsellor at International School Dhaka.

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.