University of Kent vs Canterbury Christ Church University - CCCU vs Canterbury College vs Cats College vs Kent Business School
Side-by-side comparison from 138 verified student reviews. Scan one row at a time — winners are highlighted
- +High-quality teaching and academic support
- +Excellent campus facilities and student life
- +Career guidance and unique degree options
- +Welcoming campus environment and good facilities
- +Helpful staff and diverse academic programs
- +Strong student welfare and inclusive community
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- +Supportive and dedicated lecturers
- +Diverse and enriching culture
- +Good value accommodation and scenic environment
- +Supportive and inspirational learning environment
- +Abundant and accessible creative resources and equipment
- +Strong sense of community and belonging
- +Exceptional chef instructors and curriculum quality.
- +Strong emphasis on skill development and practical experience.
- +Valuable international reputation and alumni network.
- -Poor teaching quality and lack of student development focus.
- -Insufficient support outside of limited study hours.
- -Administrative & management issues cause significant disruption.
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- -Administrative and management issues cause frustration.
- -Outdated facilities and technology hinder learning.
- -Lack of student support and communication is a major concern.
- -Poor teaching quality and unprofessionalism.
- -Frequent technical issues disrupting lessons.
- -Unreliable instructors who miss or are late for classes.
- -Outdated facilities and equipment.
- -Poor communication and administrative support.
- -Lack of practical application and relevance in coursework.
Internationality stands out as the university's strongest aspect, with a rating of 4.39. Location and Facilities also received high marks, exceeding 4.15. Conversely, Value is the area with the lowest score at 3.86, closely followed by Accomodation and Student Life, both just under 4.0. Professors and Student Life ratings are also generally strong but slightly lower than the top-rated categories.
This institution demonstrates considerable strengths in its **Facilities** and **Professors**, both receiving high marks. **Student Life** and **Accomodation** are also rated positively. Areas that received less enthusiastic feedback include **Internationality** and **Value**. **Location** falls somewhere in the middle, reflecting a solid but not exceptional standing.
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Excelling in several aspects, this university received its highest marks for Location (4.88) and tied for second highest in Facilities and Internationality (4.78). Student Life and Value also scored well, both above 4.3. Areas for potential improvement include Professors and Accommodation, which both received a rating of 4.22.
This university shows its strongest performance in **Facilities**, achieving a rating of 4.24. **Value** and **Internationality** also scored well, both at 3.9. Conversely, the **Location** received the lowest rating at 3.33, closely followed by **Student Life** at 3.39. **Professors** and **Accommodation** received moderate scores, around 4.05 and 3.65 respectively.
Performance varies across key aspects of university life. Outstanding ratings were awarded for Location (4.75) and Professors (4.625), alongside strong marks for Internationality (4.625) and Facilities (4.5). Student Life (3.875) and Value (4.125) received good scores. Accomodation stands out as the weakest area, with a rating of 3.
With an average rating of 4.07/5, ~88% of reviews are positive, highlighting strong teaching, engaging professors, and good campus facilities. A small minority of feedback mentioned poor teaching and lack of student development focus.
With a 4.21 average rating, ~93% of reviews are positive, praising campus, facilities, and inclusivity. A small percentage (~7%) noted minor issues with event attendance and parking.
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With a 4.56/5 average from 9 reviews, all feedback is positive. Students praise the great culture, diverse student body, supportive lecturers, and good facilities. Some mention minor areas for improvement, such as teaching standards and late-night food availability.
With ~70% positive reviews and an average rating of 3.85/5, students praise creativity, innovation, and supportive learning environments. A small percentage (~5%) report unprofessionalism and poor teaching quality.
All eight student reviews are positive, with an average rating of 4.63/5. Students highly praise the knowledgeable instructors, quality curriculum, and enriching learning experience.
I think Kent is a good university if you make use of the resources around you. The lecturers on my course were very enthusiastic and ready to help with assignments. My course being small I believe I got a lot of 1 to 1 support. Covid however did play a huge part during the duration of my course. It left a lot of students including me very confused with how to access learning material, marking etc. I do also believe there was a lack of support after graduating. I don’t think there was another focus on job applications, interviews and the ‘real world’. However, I do not regret coming to Kent, I had learnt a lot and made a lot of enjoyable memories.
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I found this to be a highly unprofessional university with very little interest in its students and their education. I undertook an MSc here and found the level of teaching to be extremely poor and not on par with the degree level. During my year at the university, I experienced the following: - The majority of lessons started off with technical difficulties that resulted in lessons losing half an hour. - Tutors scheduled classes and then did not show up for them. Tutors were significantly late to lectures and then laughed about it. Tutors took annual leave during term time. - Students were out of control and extremely disruptive, tutors did very little to resolve this issue and on numerous occasions laughed at and therefore encouraging their disruptive behaviour. - I had lessons that were scheduled to be 2 hours long with 45-minute breaks, reducing the lesson time significantly. - I attended lessons where the lecture was pre-recorded and played to us on the screen. I had to go to the university to watch a pre-recorded lesson over zoom. - Lectures were not present at their own classes and took them over zoom, again we had to attend a class to sit and watch a lesson over zoom. In some cases, it took a number of weeks before I saw the tutor physically present in the classroom. - The blended learning ended halfway through the year, and all students were required to attend all lectures in person with no exception. Which would have been fine had it not been extremely contradictory to the fact that half of the lessons were online classes as it was "more convenient” due to classes having 300+ students in with rooms only able to hold around 100. - I witnessed a significant number of students (I would estimate at around 50) being turned away from a class that they were scheduled to attend as the room held fewer students than were enrolled in the class , and the room was already full. I heard them being told they had to go to another room where the lesson was being streamed on a zoom call. I expressed concerns over marking as I felt that some of the feedback given was not in line with the work that was submitted. I felt that none of my queries were taken seriously and as a result of this, I feel that I have come away with less than I worked for. I found that this university often made mistakes regarding the publications of awards. My records were updated with a mark that was significantly lower than the one stated on the work and when receiving my final publication I was being given the wrong degree. I felt as though the requirement for an MSc from this university was extremely low and not on par with what I would expect from a post graduate degree. The national average for a MSc Dissertation is between 15,000 and 20,000 words. The maximum word count for my MSc dissertation was 4000 - this is less that I was required to write for my BA. When I raised my concerns to the university I felt that I was met with a very detached and defensive approach and I was made to feel as though I was at fault. After this interaction, I felt cast aside and treated very differently by staff members. I feel that I have spent in excess of £10,000 to learn absolutely nothing. I am very ashamed to say that I attended this university and plan to keep that fact as hidden as possible. If I could go back I would avoid UCA and attend a faculty that takes education seriously.
I really enjoyed my time at LCB! I've found that my skills when I entered the work force were much higher than others. I think though there was a big portion missing in recipe development and composition. True- we did learn it through memorizing the recipes, but we really were missing classes on how different ingredients affect the final textures.. how you can change them... etc. That I still am not an expert in .. and I create recipes! Ouf! Also, I don't know if you still do a month of sugar work... but that really wasn't necessary and should be either cut or minimized to just 2 lessons. It's such a niche skill to know that I would have really preferred more technical skills. I loved the old location. The "rumors" I'm getting about the new location are that it's not as good, unfortunately - that i's become more of a money focused/marketing machine. I really hope that this image can be fixed as I love LCB and enjoyed my time there! Oh also - there should be more help for students to get jobs and featuring old students accomplishments - from cookbook launches to new bakeries so that current and old students can support them.
