A Critical Comparison of the Learning and Teaching Strategy of the University of Glasgow and the University of Manchester

Abstract: The two broad currents of changes in formal higher education this study focuses on are: the shift from teacher-centred to learner-centred educational approaches, and integration of information and communication technologies. The policy documents that are chosen to analyse in this essay are those of the University of Glasgow and the University of Manchester. This study found three claims that supported Learner centre Education, and the development of technology expanded students' access to education and challenging traditional teaching ways. UOG's policies reflect more first current of changes than UOM's, while UOM's policies reflect more second current of changes than UOG's. The first current of change is more explicitly reflected in UOG's education policy and is only implicit in UOM's policy. UOG regards technologies as flexibility to education, while UOM regards technologies as the fundamental support for new education. However, both the policies of UOG and UOM need to take more into account the challenges and response strategies brought about by these educational changes, and further refine their educational strategies to improve feasibility.