Reframing university interviews: conversation not interrogation
Students can often think that their whole application rests on their interview and that they will be expected to have all the right answers. Reframing how they view interviews can help them approach them with more ease
Natasa Ashioti
University interviews are widely regarded as one of the most nerve-racking aspects of the application process, and it’s easy to see why. Students are told that every word, every pause, might influence their future.
Yet, the reality is that most interviewers aren’t searching for perfect answers. They’re looking for evidence of curiosity, reflection, and a genuine engagement with analytical thought processes and ideas. Understanding the difference between performance and conversation can completely change how students prepare.
Shifting the mindset: from interrogation to conversation
Even the most confident students can find themselves second-guessing every word, wondering whether they’ll say or do the right thing.
Our role, as counsellors, is not to help students perfect their answers, but to help them trust their voice. One of the most powerful ways to do this is by reframing what an interview actually is. Many students imagine it as a test of knowledge – and in some cases, it is – but most universities are looking for a willingness to think out loud.
Encouraging students to view the interview as a conversation rather than an interrogation can transform how they approach it. Interviewers value thought processes and open-mindedness far more than rehearsed responses.
Preparation with purpose
Preparation, of course, still matters. Revisiting their personal statement and reflecting on how their experiences connect to their chosen subject is an excellent starting point.
Reading around their subject is equally important. Think about what the key debates or emerging questions are in your field, particularly for social science applicants.
For those applying to more quantitative courses, practising challenging problems that extend beyond the school syllabus is one of the best ways to prepare. Cambridge’s free STEP Support Programme, for example, helps students develop advanced problem-solving skills.
Resources such as Unifrog, Cambridge’s interview preparation videos, and Imperial College’s “What to Expect from an Interview” also provide valuable guidance.
However, over-rehearsing can make responses sound mechanical. Instead of scheduling multiple mock interviews, one formal practice – ideally with someone familiar with the field – and one relaxed discussion can strike a healthy balance. This allows students to practise expressing enthusiasm and curiosity without sounding scripted.
It’s also important to remind students that effective preparation cannot be perfected at the last minute. It’s a gradual process built through wider reading, self-reflection, and growing awareness of their subject. Exploring supercurricular resources – many of which are freely available on university websites – can make the process feel both familiar and engaging.
Ultimately, interviews can carry significant emotional weight, as students often see the outcome as a reflection of their worth.
We must remind them that not knowing everything is part of the learning journey, and that a single setback does not define their potential or their future.
Our goal is to help students enter the room feeling prepared and ready to engage in meaningful conversation.