On December 4th, I had the opportunity to interview Cécile Marin, Head of Student Recruitment for Northern Europe at Sciences Po, Paris. The interview was conducted via Google meet. This article is part of Rydbergaren’s series on studying abroad.
Sciences Po (Institut d’Études Politiques de Paris) is one of the most prestigious universities in France and is globally renowned for its focus on the social sciences, including political science, economics, law, history, sociology, and international relations. In the 2024 QS Rankings, Sciences Po was recognized as the best university in Europe for political science and the second-best in the world (after Harvard University). So, Sciences Po is definitely a school you should consider applying to.
Sciences Po’s main campus is located in Paris, complemented by six regional undergraduate campuses spread across France.
The bachelor’s programs at Sciences Po span over three years. Students spend the first two years at a Sciences Po campus, followed by a third year abroad at a partner university or gaining practical experience through an internship. The primary language of education is English; however, certain tracks, such as the German-French track at the Nancy Campus, are taught in both French and German. This track focuses on the European Union and Franco-German relations.
Other tracks offered in the bachelor’s programs include:
- Central and Eastern Europe (Dijon Campus)
- Asia and the Pacific (Le Havre Campus)
- The Middle East and Mediterranean (Menton Campus)
- Latin America and the Iberian Peninsula (Poitiers Campus)
- Reims Campus. Home to two tracks:
- The Europe-North America Program
- The Europe-Africa Program
As evident from the names of these programs, Sciences Po emphasizes international studies, both in its curriculum and student body. Nearly half of the students come from international backgrounds, creating an exciting multicultural environment.
One aspect that sets Sciences Po apart from other universities is its distinctive third-year experience. Instead of staying on campus, students spend their third year either studying abroad at one of over 470 partner universities or gaining practical experience through internships. Additionally, Sciences Po offers several dual-degree undergraduate programs in collaboration with prestigious international universities. These programs allow students to earn two bachelor’s degrees in four years. Some of the most notable dual-degree partner universities include:
- Columbia University (USA). Focus on global politics and society.
- University College London (UCL) (UK). Emphasis on politics and international relations.
- University of British Columbia (UBC) (Canada). International relations and economics focus.
- National University of Singapore (NUS). Global studies focus.
Swedish students should apply through Sciences Po’s online platform (My application). For enrollment in the fall of 2025, the application deadline is April 16, 2025. Applicants are required to provide several documents, including:
- Academic transcripts
- A personal statement or motivation letter
- Letters of recommendation
- A résumé/CV
Only shortlisted applicants are invited to an interview. This interview is conducted to assess their motivation, communication skills, and alignment with the values and mission of Sciences Po.
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Interview with Cécile Marin, Head of Student Recruitment for Northern Europe at Sciences Po, Paris.
Can you please explain how the recruitment process unfolds, step by step?
We have the same procedure for both French and international applicants. The only difference lies in how you apply. In France, you must apply through a national platform called Parcoursup. But international students need to apply directly through the admissions website. Otherwise, the procedure is exactly the same. It consists of four separate evaluations, with the first three evaluations forming the application process.
Based on the application submitted through the admissions website, students are evaluated with three marks, each out of 20, resulting in a total score of 60. To proceed to the next step, which is the admission interview, candidates must achieve a score equal to or higher than the minimum mark defined by the admissions office. This minimum score may vary from year to year.
The first mark, out of 20, is based on predicted grades and the candidate’s performance in the foreign equivalent of the baccalaureate exam.
The second mark, also out of 20, is based on what we call academic performance throughout the last three years of secondary school. This evaluation considers not only the grades but also the overall progress of the student. We also look at feedback from teachers to understand the candidate’s motivation, participation in class, perseverance, and even the socio-economic context of the school. This provides a more holistic assessment of the applicant’s high school experience.
The third mark, out of 20, is based on written submissions. All applicants are required to submit an essay explaining their motivation and reasons for applying to Sciences Po. Additionally, they must write a classical essay. Applicants are provided with two essay questions on Sciences Po’s website, from which they must choose one. Everything can be completed in English, as French is not a prerequisite for admission. If you have not studied French, it’s not a problem, as all courses are taught in English. You will study French as part of your coursework on the side.
For Nancy, you can start your studies at the Nancy campus. The unique aspect of Nancy is that courses are offered in English, French, and German. For example, if you’re a Swedish student and you speak English and German, you can come to Nancy and take intensive French language courses. This allows you to learn and take courses in French, English, and German during your second year of studies.
How are the interviews conducted?
For the selected students, the interview is conducted in either French or English, depending on the student’s linguistic background and the campus they choose. This is because we have some campuses where we offer fully English-taught courses or a mix of different languages of instruction.
The interview takes place remotely, and the jury is made up of two representatives from Sciences Po: one representative from the faculty and one representative from the direction of Sciences Po. For example, I am part of the jury, and my colleagues are also part of the jury alongside a faculty member.
The interview usually takes about 20 to 30 minutes, and it consists of three stages of assessment. First, the candidate introduces themselves. Then, the candidate is asked to choose between two images, which they will comment on and analyze. This exercise is not related to the history of art or anything specific; it’s simply designed to assess the applicant’s overall skills and analytical abilities.
At the end of the interview, we have a discussion with the applicant to learn more about their motivations, their curiosity, and what they know about Sciences Po, etc. The interview can be conducted entirely in English or French, which is especially important for international students.
This interview is graded out of 60 points. Combined with the rest of the application, the total score is out of 120 points. Applicants must achieve a minimum grade, which is decided by the admissions office and depends on the overall level of all the applicants.
And the interview is the final step?
Thank you. Yes, absolutely. After that, it’s quite a lot. Yes.
How is the meaning of each part of the application defined and applied?
Yeah, that’s the reason we have these criteria. The first two marks, out of 20, are mainly based on academic performance, but not only on grades—it also includes how you engage and evolve in the classroom. Since there are a lot of exercises, we need to ensure that you feel comfortable with presentations, group projects, and similar activities because these are common at our school.
The third criteria, also out of 20, is based on the essay. It allows students to focus on their motivation and extracurricular activities. We have two specific essays related to these areas, and they play an important role in the evaluation process.
While we look for excellent academic performance, we also value students who are engaged in activities outside of high school and are highly motivated. This could include participating in sports, being involved in associations, or engaging in any kind of extracurricular activity. We don’t have specific preferences for the type of activity, but we want to learn more about what students do in their leisure time.
For the interview, it’s another opportunity for students to showcase their extracurricular activities and overall engagement. Additionally, we want to ensure that students are aware of what they plan to do once they join the school.
Sometimes, students apply because they know the school is prestigious, but they are not fully aware of the curriculum or the lessons offered. This is not ideal, as it’s important for students to have a clear understanding of what they are committing to.
What unique qualities or experiences do you seek in international applicants, especially those coming from Sweden? Leadership roles etc?
It can be that, or it can also be something else. I mean, you might be really passionate about chess and participate in tournaments, but it could also mean that you’re able to focus well, handle pressure, and develop skills depending on the activity you’re involved in. It can also reflect certain aspects of your personality, and this is something you should be able to explain.
We don’t look for specific extracurricular activities—it could be swimming, dancing, sports, art, music, or even being involved in movies or associations. There are no particular activities that we require.
How many applications do you receive annually from the Nordic countries, and how many of those are admitted?
Yes, I took a look at the data for this year. I only included the regular program because, as you may know, we also have some dual degree programs. For the regular program, we had 47 applicants from Norway, Sweden, Denmark, and Finland, and 16 of them were admitted.
To give you a comparison, the overall acceptance rate is 13.5%. This means that the acceptance rate for applicants from these countries is significantly higher than the overall average. That’s a good sign—it indicates that we have some very strong applicants coming from the Nordic countries.
In fact, the acceptance rate for Nordic students this year is around 33%, which is much higher than the overall acceptance rate. It’s definitely something to keep in mind.
What happens after being admitted?
Yeah, so there is a kind of classical integration process in some schools. You will receive all the necessary information. Just to let you know, the courses and the actual school day start earlier than the regular calendar you might find in French universities. Students are expected to be on campus by mid-August because there is an introductory week for all students—both French and international—at the end of August.
There is no specific process for international students that differs from French students, as they will all be together on the same campus. We send all the information in both French and English, so the process is the same. You will receive details about housing, the visa process, scholarships, and other relevant information. You will also need to register for your courses in late June, as you must accept your offer no later than June.
An important note is that the introductory week at the end of August is designed to help all students become more familiar with the campus and student life. This is particularly important for international students to learn more about the city they will live in and the various student associations they can benefit from. During this time, they will have opportunities to meet other students outside of class—both French students and peers from other countries.
As a reminder, approximately 50% of our students at Sciences Po are international. We are fully aware that half of our student body comes from other countries and that many of them are only 17 or 18 years old. It can be quite challenging to leave your home country—some students travel thousands of kilometers, such as those coming from Australia. That’s why we put a lot of effort into ensuring they feel fully integrated into the Sciences Po community.
How would you describe the teaching activities in Sciences Po’s undergraduate programs?
As you may know, we offer one degree at the bachelor’s level, which is a Bachelor of Arts in Social Sciences. It is a multidisciplinary program rooted in three core principles: academic rigor, internationalization, and civic engagement.
Our goal is to provide students with a strong foundation in the social sciences because we believe that to understand contemporary issues, students need a broad background across multiple disciplines. For example, sociology, political science, economics, law, and history are all interconnected, and understanding one often requires knowledge of the others. This interdisciplinary approach is a unique feature of the program.
We aim to encourage students to think critically about how and why societies are transformed and how they, as citizens, can engage to promote the common good. Students take core courses across disciplines, have access to elective courses, and can also begin learning new languages. For instance, if they are interested in Asia, they can take elective courses related to the region and start learning Chinese, Japanese, or Hindi, among other languages.
Another important aspect of our academic program is the Civic Learning Program, which is designed to blend theory with hands-on experience. Through this program, students are encouraged to develop independent or group projects that involve community service or promote equality and inclusion. As part of this initiative, students are required to complete 140 hours of community-based internships during their first two years.
These internships can involve a variety of projects, such as urban gardening, helping children with homework, or assisting elderly people—depending on their interests. This experience is integrated into the curriculum because we want students to apply what they learn in a practical setting. The Civic Learning Program is a distinctive feature of our program and reflects our commitment to producing engaged and socially responsible graduates.
Finally, as you may know, during the third year of their studies, students are required to go abroad. We send approximately 1,200 students abroad every year, making internationalization a key component of our program.
What kind of extracurricular activities do you offer that help integrate international students into the campus community? And society?
Yeah, so as you mentioned in your introduction, we have seven different campuses. Most of the international students are actually on the regional campuses because the Asian one primarily offers programs in French. Across the seven campuses, we have around 300 student associations, so there are plenty of possibilities. These include sports, arts, and even unique activities like wine tasting—very French, of course. For international students, we also have associations based on nationalities. For example, I know we have a Nordic student association, and we also have associations from different regions of the world. However, when you are an international student, some may prefer to stay with students from the same region or nationality. On the other hand, some students may want to get involved with inclusive student organizations, regardless of whether the students are French or international. It really depends on what the student is looking for.
There are plenty of possibilities when it comes to student associations, not only in Paris but also on the regional campuses. Every year, students have the opportunity to create their own associations. There is a well-established process for this, where students can present a proposal for a new association, and the student body votes on its creation. If approved, the new association can also receive funding from Sciences Po to help with its launch.
How active would you say these student associations are? For example, if we look at the Reims campus, how active is their, let’s say, sports association?
So, I don’t know the exact list of associations on campus, but what I can tell you for sure is that every student is involved in at least one association. Some students are also involved in two or three different associations, and some of them hold leadership responsibilities within these associations. They can even earn credits for their involvement because they contribute to specific projects and take responsibility for them.
We definitely have sports associations, and we also organize sports tournaments between the different campuses. These tournaments are very important events for the students because, as you can imagine, we have students spread across seven campuses, and sometimes they can go an entire year without seeing each other. These events provide an opportunity for them to gather. In addition to sports tournaments, we also host arts events, which are equally important for the students.
At Reims, which is the second-largest campus after Paris, there are many associations, including sports associations. Since Reims is a fairly large city, there are also plenty of sports facilities available for students to use.
How does your university help students transition from academia to the job market, especially in international contexts?
We have a Career Office that works with a large number of international students, as the job market we engage with is also highly international. This service provides support for both French and international students and organizes events such as webinars, career preparation workshops, and career fairs. You can also schedule individual appointments, where our colleagues can assist you in gaining a deeper understanding of your professional goals.
Another important point to keep in mind is that internships are very popular and common in France. For most students at the master’s level, completing a six-month internship is highly encouraged, although it is not compulsory. However, I would estimate that around 70–80% of students complete an internship during their master’s studies. It is particularly common unless you are pursuing a research-oriented master’s degree, in which case you have your research project instead.
For example, in our two largest schools, the School of Public Affairs and the School of International Affairs, most students complete a six-month internship, either in France or abroad. As a result, we have developed a vast network of contacts in both the private and public sectors. These can include organizations such as the United Nations, where many of our students secure internships.
When it comes to finding a first job, it’s worth noting that 80% of our graduates secure employment within six months of graduation. Most of our students work in the private sector, with approximately 63% of graduates entering private-sector roles. Among these, 35% begin their careers abroad immediately after graduation. This reflects the strong international network of companies and organizations we collaborate with, as well as the job and internship opportunities we provide to our students.
And you mentioned this six-month internship. Is that during the program? Because as I understand it, instead of studying abroad in the third year, you could choose to do an internship instead.
So, that’s another possibility for undergraduate students. Typically, during their year abroad, they have two options. They can either spend a full year at a partner university, or they can complete what we call a ”mixed year,” which consists of a six-month exchange program at partner university and a six-month internship. Around 10% of our students choose the mixed year, so it’s a relatively popular option.
Another interesting aspect is that we have a strong network of prestigious universities where students can spend their year abroad. Most of the time, students take advantage of this opportunity to study at another highly regarded institution. However, the mixed year remains an alternative for those interested.
I would also say that internships offered at the master’s level are usually more engaging because, at that stage, students are more mature, and the responsibilities given during the internship are typically more substantial than those offered to bachelor’s students. However, undergraduate students still have this possibility, and the Career Office is available to assist them in finding internships. These internships must be completed abroad because the third year is the designated year abroad. Even if students choose the mixed year, they must complete six months of study abroad and six months of an internship abroad.
For master’s students, internships are usually completed during the second year of their master’s degree. In France, master’s programs typically span two years. The internship can take place during the third semester or the fourth semester, depending on the specific program they have chosen. Most students do their internships at the master’s level, typically during the third or fourth semester.
What types of scholarships or financial aid are available to international students from Sweden?
The first thing to know about tuition fees is that if your parents pay taxes in the European Economic Area (EEA), you will pay tuition fees based on your family income. You will pay anywhere from €0 to €14,000 per year, depending on your family income. It’s the same for the year abroad. For example, if you go to Columbia University for your exchange year, you won’t pay Columbia’s fees; instead, your tuition will be based on your family income.
So, that’s the first way we assist European citizens who enter the program. The second type of financial help we offer is a bursary, called the Sciences Po Europe Bursary, which is based on social criteria. It’s not a merit-based scholarship, but rather one focused primarily on social factors. Approximately 30% of students at our school receive some form of financial aid.
We have different types of scholarships, mainly determined by whether the students are European or non-European, as that’s usually the primary criteria. For European students, the scholarships are mainly based on social criteria, although there are some scholarships that consider academic factors as well.
Written by Axel Brunzell