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After my first term at the University of Oxford, I was invited back to my old sixth-form college in Norfolk to talk to students who were thinking about university applications. Norfolk has a historically low percentage of young people applying for higher education. Trying to convince them that they should try applying to Oxbridge was an uphill battle and I could see why – I had also been there.

My name is Raphaëlle Soffe, and I am a dual British and French citizen. I currently live in Ewloe, a small village in North Wales, and I went to high school in the neighbouring village of Hawarden. In just a few short weeks, I will be cramming four months’ worth of possessions into two suitcases and flying over to Boston to start at Harvard University. 

Like most students, I anticipated results day this year with nerves, dread and an endless reel of possible scenarios in my mind. No matter how well your exams go, there will always be that doubt that maybe they didn’t quite go to plan. 

These days, it couldn’t be easier to receive your results. All you need is wi-fi, a device and your login details. In many ways, this is fantastic, especially if you’ve studied abroad, but it also means that receiving your results is now more impersonal than ever. No human contact needed.

Our nephew’s graduation ceremony from University of Oregon’s (UO) business school was a master class on US higher education. UO is a public university in the smallish (150,000 population) town of Eugene set in the Willamette valley. It has an undergraduate population of a bit more than 26,000, nearly half of whom come from Oregon although some would like that number to be higher.

I teach a first year undergraduate sociology course at the University of Manchester in which students examine social scientific perspectives on major global challenges such as inequality, climate change, migration, radicalisation, ending poverty and corporate power. 

One of the things that we’re regularly told about the transition from school to university is that we will have to become increasingly independent. Where once we had – or should have had – teachers guiding our learning at every step, we are now encouraged to take responsibility for our own education.

Fifty-seven thousand pounds. That's almost $75,000. This is the estimated level of debt that UK students from less advantaged backgrounds are expected to have on leaving university according to a recent report. Students from more advantaged families don’t really fare much better, accruing up to £43,000 of debt. 

I chose Princeton because I loved books; because I wanted to write a thesis; because I fell in love with the Chancellor Green library when I first visited campus; because I saw the integrity in the university’s commitment to service, and because I thought I wanted to study comparative literature (spoiler: I’m a politics major!). I chose Princeton because I saw passion and curiosity and energy reflected in every aspect of the university.

As the dust settles after Hurricane TEF swept its way through UK higher education, it seems the right time to return to one of the main reasons it was set up in the first place: to help students choose a university. 

With this in mind, I've been speaking to students and staff in secondary schools to find out how they are planning to use the results. 

Gold-rated university – University of Cambridge

Lili Bidwell is an undergraduate French and Spanish student at the University of Cambridge

It does not surprise me that the University of Cambridge has received a gold award in the TEF.