University of St Andrews Speciality : English Language & Literature
programme: English Literature

What I found most striking about starting at St Andrews was not the academic level, but the shift in how learning is structured and delivered. Coming from a school system where teaching felt highly attentive and personal, university can feel comparatively distant. Lectures are often recorded, which is useful, but can also create a more passive relationship to learning. Much of the meaningful interaction with tutors happens in office hours, meaning that building those relationships requires a level of initiative that isn’t always immediately clear to new students.
There is also a noticeable ambiguity around assessment. While feedback is detailed, it can be difficult to identify a consistent standard for what differentiates a good piece of work from an excellent one. Different tutors often prioritise different styles or approaches, which can make improvement feel less like a clear progression and more like adapting to individual expectations.
That said, I value the independence this system encourages. It pushes you to take ownership of your work and develop your own direction, even if that process can feel uncertain at times. I do think there is space for more visible enthusiasm and shared intellectual engagement within teaching, particularly in making academic passion feel more accessible rather than assumed.
One aspect that works exceptionally well is the Scottish degree structure. The sub-honours system and flexibility to study multiple subjects before specialising has been a major advantage for me. It allowed me to combine English and Art History in a way that feels genuinely interdisciplinary, and to discover how my interests connect across fields before committing fully.
Overall, St Andrews suits students who are self-motivated and comfortable navigating a less guided academic environment, but there is still room to strengthen how teaching connects more directly and consistently with student engagement.