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When advising students about course choices, it is useful for counsellors to begin by helping them to define their expectations and ambitions so that they can start to explore the options that match these.

Students then need to research their course options in detail to ensure that they make informed decisions and avoid any problems or disappointments. Encouraging students to look into the details is very important, because it will enable them to make the right choices with confidence.

1. Course content and structure

Simply looking at the degree title is not enough because courses vary in content significantly. A student needs to spend time looking at the modules taught for each year of the course. If they have a particular interest in a topic, they should see if the course caters for this specific interest, because this will improve their motivation to study and their intellectual satisfaction.

If the module breakdown is not readily available on the university website, the student should contact the relevant department and ask for details.

It is also important to find out how much of the course is made up of compulsory core modules and how many optional modules students can take. Is the structure of the course flexible or very prescribed? Are there optional modules available from other academic schools, for example? This is important if a student wants to achieve a broader education. Is there a placement year, a built-in internship or an opportunity to spend a term or year abroad?

2. Teaching and assessment

It is a good idea to encourage students to consider their own learning styles and preferences, then look into how courses are taught and assessed so that they choose a system that will enable them to flourish.

They should check how many contact hours there are per week and how much self-directed study time is expected. Universities in the Netherlands, for example, are usually very clear about this on their websites. A student should see if the course is based on lectures, seminars or small-group teaching, and what the proportions of these are.

Another very important factor that is often overlooked is the method of assessment. Is it only exam-based? If so, are the exams once or twice a year or more? And what happens if you need to be re-examined? Is the assessment based on other methods, such as presentations, oral exams, projects or group work tasks? What support mechanisms are in place if a student needs additional help with an aspect of their course? Are students assigned personal tutors to advise them?

3. Length of the course and qualification gained

Each student needs to find out what qualification they will achieve at the end, because there are many different types of degree. In the UK, for example, some universities will offer a degree – such as economics or psychology – as a bachelor of arts (BA) or a bachelor of science (BSc), often depending on the mathematical or scientific content of the course. This might be significant if a student wishes to pursue a specific master’s programme.

Similarly, students applying to study engineering in the UK need to understand the difference between a BEng (a bachelor of engineering, usually a three-year programme, though four years in Scotland) and an MEng (an undergraduate master’s of engineering, usually a four-year programme, or five years in Scotland). Most employers prefer the MEng, as it indicates a solid level of education from one institution.

In the Netherlands, someone with an undergraduate degree from an applied-science university would usually need to take a short pre-master’s course before entering a master’s course at a research university. So it is important that students understand the full picture when making their initial decisions, in order to ensure a smooth progression.

4. Professional accreditation and recognition

A student should always check that the course they are choosing is recognised, firstly, in their own country and, secondly, by the relevant professional body if there is one attached to their subject. This is particularly important for international students, because they are usually investing a significant amount of money in their studies – finding out later that their degree is not recognised in their home country can cause significant setbacks and result in their having to take additional courses.

5. Entry requirements and suitability

Entry requirements may include more than just academic grades, so students need to check if they are required to complete work experience, in what context and for how long. This is particularly relevant for courses in healthcare or veterinary science, where students are often required to fill in additional forms stating what they have done in detail.

They need to find out if they will be expected to attend an interview, so that they can factor this into their preparation time.

The entry requirements often indicate the type of student who is suitable for that course. However, students who only just meet the minimum requirements need to consider whether they will be able to manage at that particular institution. This is particularly relevant for countries such as the Netherlands, where the entry criteria do not necessarily represent the demanding level of degree courses.

6. Cost and funding

Students should check that the tuition fees match their budgets, as well as whether there are opportunities for scholarships and additional funding opportunities. It is useful for students to have an idea of the timeframe for these, so they do not miss important deadlines.

7. Research, research, research

The message to students is that, in order to be happy and succeed at university, they need to put effort into making the right course choices. This commitment is an important part of their academic journeys, and it sharpens their research skills, helping them to ultimately transition into confident, independent university students.