Beyond Grades: What It Takes to Be University Ready
Why grades alone are no longer enough
Strong academic results are essential, but they no longer guarantee university admission. Leading universities now take a holistic approach, evaluating applicants on both cognitive and non-cognitive qualities. Research shows that once grades are confirmed, factors such as research experience, clarity of purpose, resilience, curiosity, and communication skills often determine who gets accepted.
The shift reflects a global trend: universities want students who can thrive intellectually and personally. Those who ask questions, solve problems creatively, adapt to challenges, and contribute meaningfully to the university community. Grades remain the foundation, but they are just the starting point.
As competition intensifies worldwide, this broader definition of readiness is becoming even more critical.
The New Reality of University Admissions
International graduate admissions have become intensely competitive. At the University of Oxford, 37,713 graduate applications were submitted in 2023-24, 74 % from outside the UK, resulting in 6,702 acceptances, giving an overall acceptance rate under 18 per cent, and closer to 14% for non-UK applicants [1]. Cambridge reports a similar pattern, with around 13-14 % of non-UK applicants admitted [2]. At Harvard, international undergraduate acceptance rates are believed to be around 2%, reflecting the intense global competition for limited places [12].
Across the UK as a whole, new overseas entrants rose from about 254,000 in 2017/18 to a record 459,200 in 2022/23, before easing slightly in 2023/24 [3]. In the United States, the Council of Graduate Schools recorded 26 per cent growth in international graduate applications and 10.2% growth in new enrolments in 2022, even as domestic enrolments fell [4].
In Canada and Australia, international demand has surged sharply, with Canada’s international student population growing by 63 % over five years and Australia’s nearly doubling to 560,000 by the end of 2023 [5, 6]. Both countries are now tightening admissions and visa policies to manage capacity, meaning that competition for places at leading universities remains high despite expanding interest.
The takeaway: with rising applications and limited places, strong grades are now the starting point rather than the guarantee of success.
What universities say they value
Universities increasingly agree on a shared set of skills and mindsets that help graduates succeed [9–11]:
Critical thinking: asking good questions, analysing information, and forming your own opinions.
Problem-solving and creativity: finding new ways to tackle challenges and showing curiosity.
Resilience and adaptability: staying positive through setbacks, adjusting to change, and learning from new experiences.
Communication and teamwork: expressing ideas clearly and working well with others.
Integrity and self-management: being responsible and doing the right thing even when no one is watching.
These skills and mindsets are not just “nice to have”- they directly influence admissions decisions through personal statements, interviews, references, and demonstrated achievements.
Closing the readiness gap: aligning school preparation with university expectations
While universities increasingly expect applicants to demonstrate these qualities, most students have little structured support to develop or evidence them before applying.
Admissions tutors see the difference: two applicants may have identical grades, but one shows resilience, curiosity, and reflection through concrete experiences, and that becomes decisive [7, 12].
This gap between expectation and preparation is where schools and parents play a critical role. Universities can only assess what applicants present on paper; by the time students apply, the opportunity to build these mindsets authentically has already passed.
Developing readiness must therefore begin much earlier, in the environments where young people learn, experiment, and grow
How schools and families can bridge the readiness gap
For parents, helping children get ready for university means building curiosity, independence, and resilience alongside good grades. It also helps to encourage reflection by asking questions such as “What challenged you most?” or “What did you learn from that experience?” These conversations help children recognise their growth. When families and schools work together in this way, they build the confidence and adaptability that prepare young people to thrive in University and beyond.
Questions every school leader should consider
• How can we create space for skills and mindset development alongside academic schedules?
• How can we equip counsellors to guide students and parents in building and demonstrating readiness?
• How can we help students evidence these qualities authentically, through experiences that reflect real growth?
• These questions bridge academics and attributes, helping schools and families prepare students to thrive at university.
These are the questions that leading schools are beginning to ask, and the conversations that bridge education and employability, academics and attributes. They also open the door for deeper collaboration between schools, parents, and partners invested in helping students become genuinely university ready
A shared challenge and an open invitation
Globally, data from leading universities point to one conclusion: being “university ready” now means combining strong grades with skills, mindset and experience to thrive.
Preparing students for this new reality is not solely the role of universities. It begins in schools and families that intentionally nurture curiosity, resilience, communication, and purpose alongside academic excellence.
If you’d like to exchange ideas on how schools and families can strengthen this readiness journey, we’d welcome that dialogue.
References
1. University of Oxford, Graduate Admissions Statistics (2023–24)
2. University of Cambridge, Postgraduate Admissions Statistics (2023–24).
3. UK House of Commons Library, International Students in UK Higher Education (June 2025).
4. Council of Graduate Schools, International Graduate Applications and Enrolment Report (2023).
5. Canadian Bureau for International Education (CBIE), International Students in Canada (2024).
6. Reserve Bank of Australia Bulletin (July 2025), International Students and the Australian Economy.
7. Council of Graduate Schools, Holistic Review in Graduate Admissions (2017).
8. Barrie, S., “A Mapping of Graduate Attributes: What Can We Expect from UK University Students?” Higher Education Academy (2020).
9. Clark, J. & Chase, M., “(Non)Cognitive Dissonance? Non-Cognitive Skills in Graduate Admissions”, Journal of Higher Education Policy (2021).
10. James Madison University, Graduate Admissions Holistic Review Guide (2020).
11. Sheetz, T., 13 Things Admission Teams See in Great Grad Applications, CollegeXpress (2025)
12. Harvard College Admissions Statistics (Class of 2028)