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Spring 2018 Parent Newsletter

From Your University & Career Advancement Counsellors


Dear CIS Parents,
Inside Spring 2018
In our continuing efforts to provide you with the best and most helpful
information possible, much time and effort is devoted to this parent
Student Wellbeing:
newsletter. In the five years since its launch, we’ve accumulated a
How Pressure Distorts Student
wealth of articles over a broad span of university-related topics.
Perceptions
To make this trove of information more convenient to access, past
articles have now been grouped and linked by subject matter.
College Rankings:
The major headings you can explore include previous articles on: Why You Need to Be Suspicious
• Careers, Mentorships, and Internships
• Financing College
• Wellbeing Where Could a Degree in the
• Standardized Tests Classics Possibly Lead?
• Researching Universities You Might Be Surprised
• Debunking Rumors and Myths
• Grades, IB Choices and Extra-curricular Activities in Admissibility
• College Rankings Independent University Agents:
• Universities of Interest
We’re Definitely NOT Fans -
• Recommended Reading
Here’s Why
• Potpourri

Below, under Helpful Resources, simply click on the “Index of past


newsletter articles” and off you go! Also, if you have yet to do so, we A Great Experience for the Right
strongly encourage you to explore our University Counseling Website Student:
for in-depth information on our University and Career Counseling CIS Alums Studying at Oxbridge
Program, countries of interest, and the many stages and components Share Their Insights
of the application process, etc.

A well-informed parent community is critical to the success of our Hotel and Hospitality Programs:

students in the college process. We’re your counsellors as well as our Challenge Your Expectations!
students’. Please make good use of our office and resources
whenever questions arise.
Our Featured Book:
Your CIS University Counsellors
The Campus Cure - A Parent’s
Guide to Mental Health and
Wellness for College Students
Your CIS University Counsellors:
Sow Fun Dawson - sfdawson@cis.edu.hk

Robert Mansueto - mansueto@cis.edu.hk

Marc Marier - mmarier@cis.edu.hk


Regular Feature:
• Articles from the Web
Your CIS Career Advancement Counsellor
Annie Yung - ayung@cis.edu.hk

Administrative Assistant
“Education is what you get
Brankie Wong - bwong@cis.edu.hk

when you read the fine print.


Helpful Resources: Experience is what you get if
University Counselling Website
you don’t.”
Index of past newsletter articles
Pete Seeger
Recommended reading available in our UC Library

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Identifying and Addressing Distorted Thinking in the College Process

Students understandably approach the college process with some degree of trepidation.  Thankfully,
experience teaches us that with diligent research, honest reflection and thoughtful consideration given to
selecting appropriate institutions, most students get through the college application process just fine.  

In fact, they’ll be better for the experience as they will have gained:

• self-knowledge;

• decision-making skills;

• improved ability to cope with uncertainty, anxiety and disappointment;

• and a great school where they can thrive!

How pressure distorts the college process

For university counsellors, the difference between students who approach their college process in a
healthy manner versus those who don’t is often readily apparent. These differences will include how they
view their academics, their grades, as well as their prospects for success and happiness at university and
beyond.

Highly pressured students are more likely to:

• fall prey to the black-and-white thinking that undermines a healthy perspective.  

• adopt the all-or-nothing mindset freighting the college process with a weight that is sometimes only
sustained through serious compromises to wellbeing.

The latest research into adolescent brain function tells us that after
infancy, the teenage years are the most consequential in terms of their The latest research into
impact on development.  While all students are inevitably exposed to adolescent brain function
some combination of cultural, family and peer pressures, less healthy tells us that after infancy,
students are, for whatever reason, more vulnerable to these forces. This
vulnerability exacts a heavy price as these are the very students who are the teenage years are
fueling a world-wide increase in dysfunctional behaviors ranging from the most consequential
chronic sleep deprivation to perfectionism, cutting, eating disorders, in terms of their impact
depression and even more serious forms of mental illness that often on development.
carry lifelong consequences.  

Where is the recent trend toward excessive pressure coming from?  

We live in an era of unprecedented change. Along with the usual socio-political uncertainties, technology is
affecting behaviors in ways we have yet to fully grasp. On a more micro level, family and peer pressures
are the most powerful forces in the lives of adolescents. Students struggling under the combined weight
of these pressures are highly susceptible to internalizing distorted perceptions around:

• academic performance;

• university choice;

• competition.  

What students believe profoundly affects the process

Students often need help in arriving at an accurate understanding of the role that higher education will play
in their lives.  Those with skewed perspectives are likelier to subscribe to
exaggerated or distorted beliefs regarding the role that a college
education and university prestige will have, falling prey to such
It’s important to note misconceptions as:

that students can • The name and prestige of the university I go to will have a profound
develop unhealthy effect on the remainder of my life.

views even in homes • To future employers, my choice of university will be a deciding factor
where parents are not as to whether or not I am hired.

exerting pressure • I worry about not getting into a prestigious enough university.

• In order to get into a choice university, I pressure myself to be perfect.

around academic
performance or Parental expectations and pressure

university and career It’s important to note that students can develop unhealthy views even in
choice. homes where parents are not exerting pressure around academic
performance or university choice.  That said, there’s a much greater risk in

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families where students find that the following statements accurately reflect their experience:

• My parents will be disappointed/angry/ashamed if I attend a university they deem insufficiently


prestigious.

• My parents explode with anger if I come home with a grade they disapprove of.

• About the only thing my parents ever talk to me about is college admission.

The role of grades

In vulnerable students, the belief that students need to be “perfect” by In vulnerable students,
attaining outstanding grades can produce a mindset that sees grades as the the belief that students
ultimate arbiter of their futures as well as their self-image.  This unhealthy need to be “perfect” by
identification with numbers will find expression in the following beliefs:
attaining outstanding
• High school is essentially a “race for 7s”.
grades can produce a
• Anything less than a 7 is a shameful/embarrassing grade that carries mindset that sees grades
the potential of ruining my future.
as the ultimate arbiter of
• My grades and standardized test results are critical factors to my their futures as well as
future success in life.
their self-image.

The role of competition

A byproduct of an unhealthy A byproduct of an unhealthy mindset is a hyper-competitive


mindset is a hyper-competitive academic environment. Adolescents have an innate need to
differentiate and stand out from their peers, but this very real
academic environment. developmental need can be frustrated in a school where everyone
Adolescents have an innate seems to be highly accomplished. The urge to constantly compare
need to differentiate and stand academic performance against classmates can be especially acute
out from their peers, but this in students struggling with distorted perceptions. Even high-
very real developmental need achieving students can be victimized by an overly competitive
can be frustrated in a school mindset often expressed in the following beliefs:

• Classmates make me feel that 7s are the only acceptable grade.

where everyone seems to be


• School is about doing better than everyone else in order to get
highly accomplished.
to where I want to go.

• I am competing against classmates to get into my dream


school(s).

The red flags

The student who wholeheartedly subscribes to these beliefs is more likely to express profound feelings of
inadequacy, sadness and hopelessness.  Students experiencing excessive academic pressure may often
feel the following:

• I routinely sacrifice sleep in order to keep up with academic demands.

• I would rate myself as highly stressed and anxious with regard to academic performance and/or the
college process.

• I worry that I am unable to arrive at a healthy balance between academics, co-curricular activities
and everything else I do.

• I worry that academic pressure is affecting my mental health.

It’s all about communication!


• Lecturing is not communicating.

• Effective communication starts with really listening.

• Parents need to be honest about their expectations.

• Agree upon mutually shared goals for this college process – how can we best accomplish them?

• Parenting isn’t easy. Reach out for support – you’re not alone.

• Engage in fun activities – it’s not all about college and grades.

• Unconditional love – we all need it!

FURTHER READING
Trying to be perfect is killing
our teens and we’re to blame

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College Rankings: Why You Need to Be Suspicious

For the general public, college rankings continue to exert a powerful hold on the college selection process.
Below is another in a series of articles we’ve run criticizing their validity and reliability.

College rankings almost uniformly rely on what are called “input measurements.” (See box below.) These
measurements attempt to quantify the “quality” of the students entering the university, but not the quality of
their experience at the institution - a methodology, which if you think about for a minute, really doesn’t make
much sense.

No one, for example, would consider measuring a hospital’s quality based


on the condition of the patients who entered the door while completely No one, for example,
ignoring the success of the treatment they received.  Nor would one rank a would consider
restaurant on the basis of the ingredients the chef employs, the grades he measuring a hospital’s
received in chef school, the name brand of his cookware, or the average
yearly earnings of his patrons. Those, again, are input measurements. The quality based on the
quality of the food and the service - output measurements both - would condition of the patients
obviously be the critical factors in evaluating the restaurant’s quality.  
who entered the door
while completely ignoring
Why don’t rankings employ more output measurements?
the success of the
While output measurements (see box below) are undeniably far more treatment they received.
reliable indicators of institutional success, these are often not included in
many university rankings.  Essentially, college rankings over-rely or
exclusively rely on input measurements.  Why?  Good question.

Input measurements have the advantage of being easier to quantify and less expensive to collect while
output measurements have to rely, at least in part, on alumni surveys, and as anyone who’s ever created
surveys will tell you, it’s often extremely difficult to get people to respond to surveys, or if they do, to answer
completely honestly.  

• Recent graduates are easier to reach and more likely to fill out a survey than older alums which can
skew results, particularly in longitudinal studies.  

• Less successful alumni may be more reluctant to share the kind of personal data often requested
which again can make the results less reliable and conclusive.  

What to rely on when rankings are unreliable


Rankings are in no way capable of helping students make informed decisions. Nothing can replace the role
of thoughtful research in this process. Click here for a better understanding of what careful research entails.

Input measurements include Output measurements include:

High school GPA GRE scores

SAT/ACT scores Satisfaction surveys

Endowment Student debt at graduation

Faculty salaries Career placement

Spending per student Average salary offer

Freshmen ranking in top 10% % admitted to graduate school

Faculty with PhDs % who earn Ph.D.s

Full-time faculty % alumni who donate to alma mater

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Where Do College Degrees Lead? You Might Be Surprised!
“If you use a philosophy education well, you can get your foot in the door of any industry you please. Industries are like
the blossom on a tree while philosophy is the trunk - it holds the tree together but often goes unnoticed.”
― Criss Jami, Killosophy

Finance, economics, medicine, law, architecture, business….these are among the most popular majors our
students pursue.  It’s more than just market factors or salaries that account for their popularity.  There’s a
certain security in knowing that these degrees can lead in a straight line to a particular career. A degree in
economics/finance, for example, will in all likelihood lead to a position at an investment firm or bank; the
architecture graduate will find work at an architecture firm.  

While parents understandably want certainty and security for their children’s careers, we’re living in an era of
unprecedented evolution - make that revolution - in the job market.  Not only are today’s careers more fluid
and changeable, they’re downright unpredictable.  Who would have guessed that 20% of today’s workforce
would be employed in careers that didn’t exist a generation ago?  Underlying this ever-evolving job market is
the fact that employers are increasingly more interested in the prospective employee’s skills rather than the
knowledge gained in a particular degree.  

Flexibility, creativity, people skills, language skills – essential assets in the 21st century global economy - are
not simply confined to certain degree majors, and employers are increasingly looking to diverse skillsets and
majors to meet their needs. Need convincing? Click on: The surprising thing Google learned about its
employees – and what it means for today’s students

Classics majors are desirable???

We might tend to think of the Classics major, for example, as having very limited employment options. While
it’s not a huge stretch to imagine that a Classics degree might lead to careers in teaching and journalism,
would you suspect that Classics majors find careers as lawyers, doctors, financiers, programmers or even
ministers?  How can that be?  The answer makes sense from the employer standpoint because Classics
majors have well-developed communication and analytical skills along with an ability to handle complex
information, often in different languages.  

Other degree choices and where they can lead…


FURTHER READING • Would you ever guess that International Relations majors are in ever-greater
If you want to rule the demand? What’s fueling it?  Accelerating globalization is the answer as many
world, study a jobs now have an international component.  While government positions or
useless subject careers in international relations immediately spring to mind as career
possibilities, there’s now a growing need for people with well-developed cultural
sensibilities and communication skills who can apply them to political, economic
and military issues. 

• What kinds of careers can a Geography degree generate??  You might be surprised.  Geography is
an exceptionally multi-disciplinary course where students might delve into the hard sciences,
humanities or both.  Geography majors go on to careers in science, business, education, research,
publishing and much more, specializing in everything from cartography to conservation.    

• Where might the ever-popular Psychology degree lead?  It might be better to ask where doesn’t it
lead. Psychology majors find work in a wide variety of public, private, profit, nonprofit, business and
service organizations.  Positions can include: administration/management, community relations,
program development, research, human resources, public relations, advertising, market research,
retail and sales.   

• Music majors can become teachers or performers or composers but they also become therapists,
find work in various media, sound engineering, app development, talent agent/scout, broadcasting,
entertainment – some even go on to become physicists as there’s a high skills correlation between
the two disciplines.

Hopefully, the point is clear: the relation between choice of major and career isn’t as linear and obvious as it
used to be. There’s literally a world of opportunities in degree majors that might not be readily apparent.

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Independent University Agents: Why We’re NOT Fans

From our contacts with university counsellors at sister schools here in Hong Kong and in the region, we hear
of a growing market for private university agents. We understand that anxiety plays a huge role in the college
process for some families, and we recognize the fact that it’s normal for parents to hear that other parents are
hiring agents, and question whether or not this might be the right decision for them and their student.

While your CIS University Counsellors are understandably biased when it comes to this issue, we feel we have
very compelling reasons for our view that hiring an independent agent is simply unnecessary, and can, in
fact, be detrimental. Pardon if this sounds like we’re tooting our own horn, but here are some facts to
consider:

• Your CIS University Counsellors have a combined total of over a century’s worth of experience in


university advising, teaching, university admissions, and counselling. Through our participation in
conferences and visits to CIS by university representatives, we have built an enviable network of
relationships with universities worldwide.

• CIS students have gained admission offers to universities the world over including North America, Europe,
Asia and Australia. For compelling evidence of their success in the college process, take a close look at
our current CIS University Profile. You’ll find a diverse list of outstanding university placements - rich
evidence of our success in helping students matriculate to institutions uniquely suited to their needs.

• Our counsellor-to-student ratio is excellent, and, unlike so many other high schools, we are fully focused
on university counseling. It’s what we do. Our accessibility to students and parents is outstanding.

If these reasons aren’t compelling enough or you’re still unsure, please consider the following:

• Private university agents are unregulated. No training or licensure is required. Anyone can hang a
shingle, splash the names of a few famous schools in their advertising and open for business.

• We often hear of private university counsellors who disseminate misinformation and/or engage in ethical
abuses - while often charging exorbitant rates.

• University admission representatives are increasingly wary and suspicious of admission documents that
appear over-packaged, too-good-to-be-true, or in-authentic.

• Building strong relationships with students and families is critical to our work. These efforts can be
compromised when an independent agent is furnishing contrary or erroneous advice, thereby creating an
adversarial situation with the student caught in the middle.

• In addition to guiding students through the application process, your CIS University Counsellors write
student recommendation letters - a task that is obviously dependent on getting to know the student well.
Students who are working with independent agents are sometimes less inclined to work as closely with
their school-based counsellor.

Why do parents hire independent counsellors?


We have found that the We have found that the parents who are most likely to turn to private
parents who are most counsellors tend to be more uninformed and/or anxious about the college
process. They often operate under the belief that several hands are better than
likely to turn to private
one. We also sometimes hear of parents who turn to an independent counsellor
counsellors tend to be to serve as the ‘pseudo-parent’ in order to serve as a buffer in overcoming
more uninformed and/or communication barriers between the parent and child, or to serve as a task
anxious about the master to insure that deadlines are met, thereby saving the parent from taking
college process. on the role of ‘nagger-in-chief.’ Overly anxious parents are also likely to
engage an independent counsellor at an inappropriately young age for the
student.

No independent agent or university counsellor can replace you.


Perhaps the worst reason for considering an agent is the perception that everyone else is hiring them. The
fact is, it’s a very small percentage of our students who work with independent agents and the feedback that
we get from those students on their experience suggests that they’re generally not particularly helpful. We see
the college process as a rich opportunity for parents to enhance their relationships with their young adults
while assisting in the coming transition to university. Yes, it is an undeniably anxious time, but for
appropriately engaged parents, it is a period of affirmation and growth. Farming this work out to agents can
rob families of this terrific opportunity. As a parent, you are still (believe it or not!) the most important person
in your child’s life. No agent can replace your role in this process.

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Helpful Tips If You’re Still Considering an Agent


Should you still want to pursue the possibility of hiring an independent agent, here are some questions you will
want to consider:

• What are the agent’s credentials? The highest US credential for private college counseling comes from
the Independent Education Consultant Association (IECA). IECA’s required qualifications include a
master’s degree, at least three years of admissions counseling experience, experience working with
scores of students, and extensive campus visits.

• What training and professional memberships does the agent hold? Which college admission
conferences has the agent attended? Membership in the National as well as International Association
of College Admission Counselors (NACAC and IACAC) is strongly advised. In addition to attending, has
the agent presented or served in a leadership role at these conferences?

• ASK: “How many of your previous students have applied and been accepted to the countries and
kinds of colleges being considered?” You will want an agent who has experience with the application
process for likely countries and institutions.

• ASK: “Can you use personal connections to help my son/daughter get into one of my top choice
colleges?” The answer to this question should be an emphatic NO! Understand the role of the agent in
this process. A counselor doesn’t get the student admitted - a counselor helps the student demonstrate
why he/she deserves to be admitted.

• ASK: “Will you write a draft of any required essays?” Again, the answer should be a clear and
emphatic NO. Not only is this unethical, but university admission officers are trained to recognize
suspicious work. Understand how the prospective agent works with students through the essay writing
process.

• Understand what services will be provided beyond what the student will receive at CIS. If you fully
understand the services provided at CIS, you will find, in all likelihood, that there’s no need for an agent.

A Great Experience for the Right Student: CIS Alums Studying at Oxbridge
Share Their Insights

Separating hype from fact is an important component of our work as


university counsellors. In that spirit, we asked a few CIS alums currently
studying at Oxford and Cambridge for some honest feedback on their
experience. Here’s how they responded.

In addition to the obvious differences in setting and programs between


Oxford and Cambridge, what other factors should students take into
consideration when considering the two universities?
“To be honest, Oxford and Cambridge are pretty similar all in all - from talking
to people in both unis, the experience, culture, people, and traditions are remarkably similar. Differences are
usually college-based, which is what the applicant should definitely keep in mind when choosing colleges. 

Most importantly, an applicant should take a detailed look at the course material when deciding between the
two unis. They have all their subject synopses and course material online, so an applicant should really look
at which course fits them better. An example I can give is in Economics. Oxford Economics is less technical /
quantitative, and part of the degree involves courses outside of 'core' economics such as finance /
development / history of economics. Cambridge's course is much more quantitative and focuses majority on
'core economics' of Micro and Macro. It's up to the applicant to see what floats their boat. Also Oxford has
better Chinese food.”

How does the Oxbridge academic experience differ from CIS?

“Drastically different. 

a) The tutorial system is rough if you aren't comfortable speaking up / arguing with your tutor and if you're
used to skating past assignments. Imagine this - your tutor has a PhD on a topic which you've had less than
a week to understand, and they're grilling you on it. 

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b) Also, imagine the course material that US / non-Oxbridge unis have in a term (around 3-4 months). Now
imagine cramming all that material, and more, into 8 weeks. (Or for high schoolers, imagine all the material
of your HL classes over 2 years, crammed into 2 terms. Sadly not an
exaggeration.) 

c) Depending on your course, the contact hours differ, e.g. sciences and “…I think what really
engineering have a lot of contact hours, meaning they must attend lectures sets it apart is the
and labs and tutorials (~30 hours) in a week which can be overwhelming. amount of self-
Economics and management (and degrees such as English, Classics, etc.) has regulation and self-
about 2-3 mandatory hours a week, which seems like a breeze, but means
teaching necessary, and
there's not enough guidance in work and learning, and majority of the material
has to be self-taught with a textbook. 
the intensity of tutorials
The academic experience is unsurprisingly rigorous, but I think what really sets and workload might be
it apart is the amount of self-regulation and self-teaching necessary, and the surprising for students
intensity of tutorials and workload might be surprising for students who think who think that the IB
that the IB was difficult enough.”
was difficult enough.”

The Oxbridge applicant has to be willing to thoroughly immerse him/


herself in one major.  What is that experience like?
“Though changing subjects is possible, it’s quite difficult and can only be done in the beginning or end of
the year, so you have to be quite committed to your subject. Though it’s possible to sit in on other lectures,
with the workload, that is practically not quite possible unless you have very good time management and a
strong passion for other subjects. There are other extra curricular activities to explore other interests though
such as public policy think tanks, etc.”

The application process: any suggestions on how to make this process work smoothly?  What
factor(s) should applicants consider in the choice of
college?
“Other than choice of degree and college, there's not
much else an applicant could control for. Just make sure
to submit before the deadline because UCAS is infinitely
glitchy, and chill out with the interview prep until you are
actually summoned for the interview. At that point,
getting a good grade in IB is much more important than
interview prep. Also, research and study and do a few of
those standardized tests before doing them (e.g. TSA,
etc.). I talked to a couple of tutors who did interviews,
and they were saying that they only read a fraction of
personal statements, because grades and those test
scores must pass a 'benchmark' before your personal
statement gets read. Many applicants with good
predicted grades don't even get their statements read
because their test scores weren't strong enough.”

There are any number of rumors suggesting that applicants can game the Oxbridge process by
applying to less competitive courses or less prestigious colleges. Thoughts?
“…yes, applicants can game the process. But this never works out in the long run because:

a) If an applicant isn't really interested / has a propensity for that subject, they're not going to survive first
year.

b) If you're not the right stuff, you're not the right stuff. They accept the same quality of candidates across
all colleges - they even have 'screening' interviews (additional interviews conducted without the applicants'
knowledge) to ensure that there is consensus across colleges in terms of quality. If you are Oxbridge
material, they will make a place for you. Colleges have a quota, but they can change the quota based on
whether they like an applicant or not - St. Hilda's E&M only has 2-3 spaces per year officially (it's on the
website!), but for 3 years running they've taken in 4-5 people. 

c) The idea of competitive or 'prestigious' colleges isn't that their tutors are better, or they're better
students. Most tutorials are held with people of different colleges, and most of the time you're not being
tutored by a tutor from your college anyways. It's more that the location / buildings / food / reputation of the

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college is better, and that they have more applicants. But most of these applicants are screened out through
the test scores.

The successful Oxbridge student: what are his/her qualities?  Who struggles there?  What are your
thoughts on the tutorial system?
“Difficult to answer, I still don't know what I'm doing in this university. But here are a few qualities that
students must have to get in / complete a degree:

a) Sense of self. Tutors like it when they see a candidate with


personality, not someone who got a 45 from memorizing
textbooks or cheating the system. 

b) Really, really strong persistence and EQ. This is probably


the most important quality in completing a degree in Oxbridge
- I'm pretty sure most alums can name a few friends /
acquaintances who have dropped out due to severe mental
issues from their degrees.

c) Intellectual curiosity outside of their subjects, and strong


analytical skills. I know Oxford has included a lot more brain
teasers in their interviews to gauge how much students
know / are interested in world events. Questions like "how
many flights take off from Heathrow in a day", basically with
no right answer but a good measure of how the applicants'
mind works and their general knowledge.” 

Prestige - for some of our families, the Oxbridge diploma is the #1


“An Oxbridge diploma consideration.  Should it be? 
isn’t worth applying for “It isn’t. I speak as someone who is here, but genuinely it isn’t. An
Oxbridge. The Oxbridge diploma isn’t worth applying for Oxbridge. The experience of
experience of learning learning here is. Students who fail to appreciate these priorities shouldn’t
here is. Students who fail be applying in the first place. Learning is the reason one goes to
to appreciate these university.”

priorities shouldn’t be
applying in the first place. Any other factors that the prospective Oxbridge applicant needs to
Learning is the reason take into consideration?
one goes to university.” “Probably make sure that they actually want to go to Oxbridge. The uni
experience isn't gonna be how US schools are - no frat parties, no
sororities / frats, no big classes for you to meet your friends and do group
projects with, there's a pressure to do well all the time on all your assignments, and really bad British food in
the cafeteria 70% of the time. It's going to be a fine line between intense studying, intense fun, and intense
stress. 

And students should really be honest with their own academic abilities, and that for some Oxbridge might
not be the best fit. If a student requires a lot of guidance / tutoring in their education, then again probably
not a good fit. This sounds really mean to say that a student shouldn't consider Oxbridge if their scores
aren't high enough, but most students here have easily gotten 45s in the IB / full A*s in their A-levels, and a
lot of these students can barely cope with the academic rigour / demands of their courses.”

For more responses to these questions from our alums, click here.

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Hotel and Hospitality Management Degree: Challenge Your Expectations!

For whatever reasons, the hospitality and administration management degree doesn’t enjoy the status that
other programs might afford, yet, for the right student, this course can be highly challenging and rewarding.

It can’t be overstated that the tourism industry is the world’s largest employer extending from
accommodations, meals and transportation to such diverse events as weddings, concerts, business
conferences, security - wherever large gatherings require organizational skills so the career outlook for this
degree is strong.

What does this degree entail?

Hospitality and administration management focuses on anticipating and satisfying


The tourism industry the needs of the traveling visitor/guest by preparing the graduate for professions
is the world’s largest in travel, lodging, food service, and recreation.  The major requires a wide range of
employer business courses (see below) as well as extensive hands-on experience in
restaurant operation, front-office management and housekeeping supervision.

Typically, study abroad options are available and highly valued as are co-ops and
internships (often paid).

What qualities/interests should the prospective hotel and management degree student possess?

The ideal candidate will enjoy travel, meeting new people, cooking, giving parties, working with people,
sports, learning about different cultures, socializing in large groups and leadership roles.  The industry thrives
on outgoing, creative and highly organized employees.  There’s no such thing as a routine day.  The ability to
pay attention to detail and respond positively to pressure are critical qualities.  Interested students need to
understand that they will be working while almost everyone else around them is playing.  

What skills does this degree develop?


Analytical, critical, problem-solving and communication skills are typically stressed in these programs.
Networking, leadership, negotiation and delegation skills are also developed.

Career options and trends:

These can include: restaurant/hotel/resort manager; convention and meeting planner, festival and event
organizer, caterer; and government tourism department employee.  While travel agents have been hit hard by
web-based travel planning services, security represents a rapidly growing career-related opportunity. Other
career opportunities include customer and retail managers as well as human resources officers.

How do programs differ?

When comparing programs, it’s helpful to remember that there’s no one best format. Some colleges take
advantage of nearby hotels, casinos and resorts to furnish on-the-job experience. Majors housed in a
business college tend to offer modified business courses emphasizing food and beverage operations.  Non-
North American programs may require students to study a second
language.

What are typical courses?


Resources:
Introduction to tourism Resort operations
• Swiss Hospitality Schools

Management principles Hospitality law


• HKU’s Program

Marketing Hospitality finance/accounting


• EU Hospitality Programs

Employee labor relations Geography of tourism


• Canadian Programs

Facilities design Festival and event management


• Australian Programs

Lodging administration Food service operations


• US Programs

Who offers hotel and hospitality management degrees?


The most well-known programs are located in Switzerland and Cornell University in the US. But programs
abound in both North America and Europe with new schools being developed in Asia to take advantage of the
rapidly growing Chinese, Arab and Indian tourism markets. 


Sources: College Board Book of Majors 2017

https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/hospitality-

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Home ▲

Book Review: The Campus Cure Is a Helpful Parent Guide to Wellbeing for
Students Entering College

The Campus Cure: A Parents Guide to Mental Health and Wellness for
College Students by Marcia Morris MD.

This book is a necessary reminder that mental health issues which smolder in early
adolescence can surface when the young adult reaches university. In an era when
mental health issues affecting young adults are increasing in frequency and
severity across the globe, this practical book gives parents the tools for successful
interventions should the need arise. While it is aimed at parents of college age
students, the book has obvious applications for parents of younger students.

Marcia Morris is a psychiatrist at the University of Florida with two decades of


experience providing support and care to college students. Through anecdotes
gleaned from her years of clinical experience as well as the latest scientific
literature, The Campus Cure seeks to increase parents’ knowledge of the mental
health problems students experience at college, illustrate how parents can best support their child while
taking advantage of resources, and provides inspiring stories of hope to parents who can feel alone when a
child experiences a mental health problem.

Her blog, College Wellness, posts very helpful articles aiming to help parents cope with students suffering
from a range of mental illnesses. Again, highly applicable to younger students as well.

Quotes from The Campus Cure

On technology triggering anxiety: “Students tell me social media in general increases their stress level.
They feel insecure when they see pictures of a student having fun at a party, going on a great trip, or getting
a prized internship. They experience FOMO (fear of missing out) and walk around with a feeling that they’re
just not good enough.”

On the power of therapy: “Connecting with the right therapist is essential, and studies show that treatment
outcomes improve when there is a good fit between the therapist and patient. As for the kind of therapy
that is helpful, cognitive behavioral therapy has the best outcomes. This therapy addresses cognitive
distortions that lead to negative thoughts and encourages behaviors like meditation and exercise that
improve mood.”

On alcohol use: “Teach your child about the dangers of binge drinking: five or more drinks for a man and
four or more drinks for a woman in a two-hour period. Encourage a far lower amount. It is generally
recommended that women not have more than one drink per day and that men not have more than two
drinks. Advise them not to drink on an empty stomach…”

On making grades the only measure of success: “Do not check your child’s grades daily; students have
told me parents’ constantly checking grades increases their level of anxiety, which can hinder performance.
One study showed parental over-involvement in academics, with frequent phone calls and reminders to get
things done, was correlated with poorer college performance.”

On fighting perfectionism: “I urge students to try be in the moment and experience what they are doing
today, rather than always thinking about where they will be five years from now. I encourage them to
participate in a club unrelated to their major, to take time for friends, do an outdoor activity, and to not base
their self-worth entirely on their grades.”

On sexual assault: “Every parent, especially parents of daughters, needs to be prepared in case their child
is a victim of sexual assault. The numbers of college students who are sexually assaulted may surprise you,
but they do not surprise me after years of working with college students. I hear too many stories of
unwanted sexual encounters…”

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Home ▲
Articles of Interest from the Web

Education and Careers


Adults must guide kids’ lives, and give them a sense of self-control

How to improve school results: Not extra maths but music, loads of it

STEAM not STEM: Why scientists need arts training

Future jobs your child will be doing by 2025

Australia
What happened to the top students from the class of 1998?

Canada
Budget 2018 gives a major boost to fundamental research in Canada

Canada’s education minister: ‘We want more international students to stay’

Canada named most appealing for international students

HK
Here’s how Hong Kong parents can balance the amount of time their children spend on their
computer screens

UK
UK produces world-leading research

New study highlights net impact of international students

Cambridge University considering break with 200 years of tradition by adopting US-style
degree system

The challenges facing UK universities in 2018

US
Yale’s most popular class ever: happiness

Why students are still spending so much for college texbooks

The student loan serenity prayer

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