East Stroudsburg University vs The University of Auckland vs University for the Creative Arts - UCA vs Le Cordon Bleu Paris vs Victoria University of Wellington - VUW
Side-by-side comparison from 197 verified student reviews. Scan one row at a time — winners are highlighted
- +Diverse academic programs and specialized concentrations.
- +Welcoming faculty and abundant student activities.
- +Strong emphasis on inclusivity and community building.
- +Passionate and world-caliber faculty
- +Excellent academic and career support
- +High-quality learning environments and resources
- +Strong creative and innovative focus
- +Abundant specialized equipment and resources
- +Supportive and engaging learning environment
- +Exceptional teaching quality from passionate, experienced instructors
- +Unmatched precision, emphasis on quality, and professional skill development
- +Welcoming environment, strong support, and valuable alumni network
- +Supportive and expert faculty
- +Engaging academic programs and learning experiences
- +Vibrant student life and campus environment
- +Supportive staff and accessible resources
- +Relevant coursework and flexible learning options
- +Vibrant campus life and social opportunities
- +Hands-on learning and industry professionals
- +Supportive and collaborative student community
- +Diverse and practical course offerings
- -Administrative and management issues cause significant frustration.
- -Outdated facilities and resources hinder learning.
- -Lack of engagement and relevance in coursework is a common complaint.
- -Ineffective and repetitive course content with poorly designed assessments.
- -Poor quality of teaching and insufficient, unhelpful feedback.
- -Lack of student support and focus on finances over well-being.
- -Poor teaching quality and unprofessionalism from staff.
- -Frequent technical difficulties and unreliable class scheduling.
- -Lack of student focus and engagement from the university.
- -Administrative and management issues cause frustration.
- -Outdated facilities and lack of modern resources are disappointing.
- -The curriculum feels irrelevant and disconnected from real-world needs.
- -Stale curriculum and outdated course materials are prevalent.
- -Repetitive assignments and lack of practical application frustrate students.
- -Ineffective teaching methods and unengaging content diminish learning value.
- -Administrative and management issues cause frequent problems.
- -Facilities and equipment are often outdated and poorly maintained.
- -Communication from staff is frequently unclear or lacking.
- -Administrative and management issues frustrate students.
- -Outdated facilities and a lack of resources are a concern.
- -Course content and teaching methods are perceived as unengaging or irrelevant.
With consistently high marks, this institution excels particularly in its **professors and location**, both receiving perfect scores. Student life, accommodation, and internationality are also very strong. The facilities and overall value are rated well, though they represent the relatively weaker aspects compared to other exceptional areas.
Professors and location are standout areas for this university, both receiving scores above 4.0. Student life and accommodation, however, represent the weakest points, with ratings slightly below 3.7. Overall, the university demonstrates a solid performance across its facilities, internationality, and value, with scores clustering around 3.8-3.9.
This university demonstrates a notable strength in its **Facilities**, receiving a high rating of 4.11. **Professors** are also well-regarded with a rating of 4. Opportunities for **Student Life** and the **Location** present areas for improvement, both scoring below 3.5. **Accomodation**, **Internationality**, and **Value** fall within a moderate range, suggesting a solid but not exceptional performance in these aspects.
This university demonstrates exceptional strength in its **location** (4.7), **professors** (4.6), and **internationality** (4.6). Students are particularly impressed with the quality of instruction and the global environment. Conversely, **accommodation** stands out as the lowest-rated area at 3.0, suggesting room for improvement in this aspect. Student life and value for money also received moderate scores.
Assessing this institution reveals a strong performance in several key areas. Professors and Internationality stand out with particularly high ratings. Facilities also received a favorable score. While still good, Location and Accomodation represent the areas with the lowest scores among the surveyed categories, though they remain well-regarded.
An evaluation of the university reveals generally positive feedback, with standout scores for Facilities and Professors, both receiving high marks. Location and Internationality also perform well. Student Life emerged as the area with the lowest rating, while Accomodation and Value received solid scores, indicating a generally favorable university experience.
Overall, this institution receives strong marks, particularly for its **value**, which is the highest-rated aspect. **Location** and **Professors** also score very well. The primary area for improvement seems to be **Accomodation**, where ratings are noticeably lower compared to other categories. Other factors like Facilities, Student Life, and Internationality are all rated positively and consistently.
Both reviews were positive, giving an average of 4/5 stars. Students highlighted cultural diversity, clubs, activities, and friendly faculty. One review also mentioned the biology program's variety of courses.
~74% of reviews are positive, highlighting passionate and supportive faculty, high-quality education, and excellent facilities. A small amount of negative feedback (~6.4%) mentions repetitive course content and limited instructor feedback.
~74% of reviews are positive, praising creativity, well-taught courses, supportive environment, and abundant resources. A small ~5% of feedback indicates unprofessionalism and poor teaching.
Students highly praise the exceptional quality of teaching and knowledgeable instructors. Facilities are noted as impeccable and the learning environment welcoming, contributing to professional and personal growth for ~100% of reviewers.
Approximately 98.7% of 75 reviews are positive, praising professional and friendly teaching, stimulating academics, and a fantastic student life with great surroundings. One review cited stale curriculum and repetitive assignments.
With 100% positive feedback and an average rating of 4.42/5, students praise supportive staff, relevant coursework, and flexible learning options. The campus environment and social opportunities are also frequently highlighted.
Students highly praise the university, noting a supportive atmosphere, hands-on learning, and diverse program offerings. Friendly student interactions and helpful staff are frequently mentioned. No negative feedback was reported.
Nothing to show
I found that the overall university experience was not really worth my time and money. Respected professors were only actually lecturing for 1-2 weeks per course, with PhD graduates teaching the majority of the course. Sometimes these PhD graduates weren't able to speak fluent English, which made the learning and teaching actually going on very questionable. In addition to this, you would submit a 3000 word essay, and receive a 15-20 words of feedback. I am certain that very little learning, improvement and education can occur when the feedback loop is so minimal, often generic. In addition to this, many of the "lab" or "tutorial" components were actually university students completing post-graduate experiments as part of their thesis studies. For example, in my psych201 tutorial, we had to spend 2 hours looking at a screen only pressing the "X" or "Z" key a total of 1200 times, and if we did not attend this lecture, we would lose 2% of our total grade. Overall, I question how much education and learning goes on, specifically in the Commerce and Science Faculties. I found my high school classes to go into more depth, with the teachers actually providing many one-on-one conversations to ensure learning is taking place, and this is the learnings that allowed me to pass my first 3 years of papers before any new content was covered, after which, the lectures would have half the class walk out because they couldn't speak fluent english, with students opting to self-teach themselves. If you are requiring students to partake in a study, they must be reimbursed for their time, especially if no learning is taking place. If you are charging students $1000 per course, then the university can afford to pay for staff to assess all of the PHD candidates fluency in English, before they are allowed to teach. In addition, no learning can take place when a question is asked in a foreign language, and the tutor/lecturer replies in a foreign language.
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.
Nothing to show
Nothing to show
Nothing to show
