Interview preparation that moves as fast as your students' career goals.
Talvin gives every student unlimited practice interviews with detailed, specific feedback — so they build confidence before it counts, without overwhelming your career services team.
Career services are outnumbered.
Delivering personalised coaching to thousands of students with a team of a few is not a scheduling problem. It is an arithmetic one.
confident”
Appointments favour the students who already know how to ask.
Every career service runs on the same quiet filter. The students who book mock interviews are the confident ones, the well-networked ones, the ones who already understand that practice is what makes the difference.
The students who most need the practice — first in family to attend university, international students interviewing in a second language, anyone who suspects they will be bad at it and would rather not find out in front of a member of staff — are the least likely to put their name down.
Practice that feels like the real thing.
Spoken, role-specific and private — the three things a mock interview needs to be useful, and the three hardest to deliver at scale.
Capacity back, and a clearer picture of who needs you.
Whether you serve 500 students or 50,000, practice capacity is the same. No scheduling bottleneck, no waiting list, no additional headcount.
Career strategy, industry connections, difficult conversations about direction, advocacy with employers. Repetitive mock interviews stop consuming the hours that work needs.
See which students are practising, where they are improving, and who is repeatedly stuck — so your team's limited human time goes to the students it will change the most.
Structured, comparable data on interview preparedness across cohorts, programmes and years.
Set it up once. Students use it whenever they need it.
Configuration is a one-off job for your team. After that, the practice happens without you in the room.
Set up interview scenarios by discipline, industry and level — graduate schemes, placements, internships, professional roles. Start from templates and adjust to what your students are actually applying for.
Students log in and practise on their own schedule, as often as they want. Nothing to book, nothing to install, no waiting for an appointment.
Every session produces a report on communication, structure, domain knowledge and clarity — with concrete improvements rather than general encouragement.
Track participation, improvement over time, and which students may need direct support from your team.
Employability is measured. This is measurable.
Graduate outcomes are not a soft metric for a university. They feed rankings, they appear in accreditation reviews, and they are increasingly what prospective students compare when choosing where to study.
Interview performance is one of the few points in that chain a career service can directly influence — and until now, one of the hardest to scale or evidence.
From engineering to humanities.
Talvin adapts to the industry and role a student is actually pursuing. Students preparing for a specific employer can practise against that role rather than a generic template.
Built for how universities actually buy.
Licensing, data protection and procurement — the three things an institutional evaluation turns on.
Questions from career services teams
The ones that come up on almost every university call.
How is this different from a student practising with a friend, or with ChatGPT?
Practising with a friend is genuinely useful, and students who have someone willing to do it should keep doing it. The problem is that most students do not — and the ones who do tend to be the ones who least need the help.
A friend also cannot give structured feedback. They can tell a student they seemed nervous; they cannot tell them that their answer to the third question described what the team did rather than what they personally contributed, which is the specific habit costing them offers.
Text-based AI tools have a different limitation. A student typing an answer has time to think, edit and rephrase — none of which is available in a real interview. The difficulty of an interview is not composing a good answer; it is composing one out loud, immediately, while someone waits. Voice practice rehearses the thing that is actually hard.
Talvin also adapts. When a student gives a vague answer, the follow-up presses on the vague part — the same thing a real interviewer does, and the moment most students are least prepared for.
Do students actually use it?
Usage tends to be highest in the weeks before recruitment season and around application deadlines, which is when it matters most.
The pattern career teams describe is that removing the booking step changes who participates. An appointment requires a student to decide in advance that they need help, find a slot, and turn up — three points at which a nervous student drops out. On-demand practice at 11pm requires none of that.
It also helps that students can repeat it. Very few will book three mock interviews with a member of staff. Many will do three practice sessions in a week when nobody is watching and there is no cost to doing badly.
Framing matters. Uptake is significantly higher when it is introduced as part of a programme or module rather than listed as one more optional service on a careers portal.
What kind of feedback do students actually get?
A report after every session covering how they communicated, how they structured their answers, the domain knowledge they demonstrated, and how clearly they made their points — with specific things to change.
The distinction that matters is between description and instruction. “Be more confident” is a description of a symptom. Useful feedback identifies which answer was weak, what was missing from it, and what a stronger version would have included.
Because the whole session is transcribed, students can also see exactly what they said. Most are surprised — people rarely remember their own interview answers accurately, and reading them back is often the moment the feedback lands.
Can we tailor it to our programmes and the employers our students apply to?
Yes. Scenarios are configured by discipline, industry and level, and you can build them around the employers and schemes your students actually target.
The versions that work best are usually specific: the graduate scheme that takes twenty of your students a year, the clinical placement interview with a known format, the technical screen a particular employer is known to run. Those give students rehearsal against the real thing rather than a generic approximation.
If you have employer partners willing to describe their interview format, that is worth building into the scenarios directly.
How does this fit with the coaching we already do?
It replaces the repetitive layer, not the relationship.
The typical pattern is that Talvin handles volume practice — the reps a student needs to stop being bad at interviews — while your team keeps the work that requires judgment: career direction, difficult conversations, employer advocacy, and supporting the students who need more than practice.
Several teams use the data as a triage layer. Students who have practised repeatedly without improving are surfaced for a human appointment, which is a more accurate way of allocating scarce advisor time than first-come-first-served booking.
What can we see as an institution?
Participation, improvement over time, and readiness levels across programmes and cohorts.
That answers questions career services are often asked and rarely have data for: which faculties are engaging with preparation, whether readiness is improving year on year, and where to concentrate resource ahead of a recruitment cycle.
It is also reportable evidence for accreditation reviews and internal quality processes — an area where career services provision is frequently strong in practice and weak on documentation.
Is student data safe?
Student data is encrypted in transit and at rest, and is never used to train our models.
Retention is configurable to your institution's policy rather than ours, so recordings and transcripts persist only as long as you require. Students can be given access to their own session history.
Talvin is built around GDPR and the data-protection frameworks of the markets we operate in. For institutions with specific obligations — sector regulators, research ethics requirements, or national frameworks — we can work through those as part of procurement.
How is it licensed for a university?
Institution-wide access is the most common arrangement, though licensing can be scoped to particular faculties, programmes or cohorts if you want to start narrower.
For universities, pricing is handled as an institutional agreement rather than through the standard published plans, because the usage pattern is different — heavily seasonal, spread across a large population, and tied to an academic year rather than a hiring cycle.
We work through institutional procurement processes and can provide documentation for a formal evaluation. Book a demo and we can size it against your student numbers.
Can we run a pilot with one cohort first?
Yes, and it is usually the sensible way in.
The most useful pilots are tied to a specific cohort with a recruitment deadline — a final-year group heading into graduate applications, or a placement year cohort. That gives a clear before-and-after within one term rather than a general trial with no natural end point.
Run it alongside your existing provision rather than replacing anything, and compare participation against what your team can currently deliver by appointment.