A Critical Comparison of the Learning and Teaching Strategy Documents of the University of Glasgow and the University of New South Wales

Abstract

This paper takes the perspective of three broad trends: the shift in the concept of knowledge, focusing on from abstract knowledge to knowledge of immediate real-world relevance; Internationalisation of teaching and learning learning content; and Integration of information and communication technologies (ICT), comparing the education strategies of the University of Glasgow (UoG) and the University of New South Wales (UNSW). Firstly, in contrast to UNSW’s policy of making little reference to the partnership with employers, UoG has integrated opportunities for developing employability skills into curriculum reform in terms of moving towards real-world knowledge. Secondly, UNSW and UoG share the same focus on the Integration of information and communication technologies, with UNSW presenting a clear approach to implementation to make the strategy more realistic than UoG. Finally, UoG embeds policies related to the internationalisation of teaching and learning in statements such as curriculum reform, while UNSW focuses on a diverse student experience based on the fact that it has a diverse student body.