Manchester vs ELTE: A Comparison of Teaching Styles

Nadine Brachi – ELTE University, Budapest

As a preliminary point, I would like to emphasise that this blog post is not criticising either university and is instead intended as an interesting comparison of culture and education.

Having now studied at ELTE for two semesters, the sometimes subtle, sometimes not‑so‑subtle differences in how law is taught here versus at Manchester have been very intriguing. Although I am an Erasmus student, an experience which might well have me living through rose‑tinted glasses, the observations I have made regarding variations in teaching styles, student attitudes (both held and expressed), as well as assessment procedures, offer a perspective that may be of use to prospective students. I must stress that this is my personal experience and therefore may not align with everyone else’s views. Alas, where to start?

Lectures vs seminars:

One prominent difference is how each university approaches teaching substantive content. At Manchester, this typically consists of biweekly lectures and seminars, accompanied by substantial reading. At ELTE, students have weekly seminars (I feel more inclined to describe as classroom lessons) coupled with limited reading. Sometimes materials are provided; other times students conduct their own research or, alternatively, do none at all.

What may be intuitive from this is that class sizes are inevitably very different. Among a cohort of around 350 students at Manchester, lectures often have at least 200 students in attendance. Comparatively, out of the 13 modules I have taken at ELTE, the largest class I have sat in consisted of around 40 students. While Manchester does admittedly provide workshops with smaller group sizes (similar to those at ELTE), I have found that learning content with fewer students significantly enhances my concentration. Unlike sitting in a larger audience – where it is admittedly easier to nod off (I know I’m not the only one who’s done this…) – there is no such chance when you are surrounded by no more than 15 students. With a much smaller margin for error, I (and everyone else) am truly locked in.

Student participation:

Another noticeable difference lies in student attitudes. As mentioned, Manchester holds biweekly workshops for law students, where attendees are expected to come prepared, having completed the readings and written tasks. While this is the ideal in theory, in practice it often becomes a two‑way conversation between myself and the lecturer, as others either refuse to speak or do not show up. When I write this, I do not wish to come across as beggy, but this is a genuine experience that I, and many of my friends, have faced on numerous occasions.

Conversely, at ELTE I often find myself engaged in genuine conversations with everyone in attendance, whether discussing the readings or other interesting topics. Interestingly, some of my modules include class participation as a component of the final grade (I know, right!), meaning students are almost forced to contribute. While this may sound like someone’s worst nightmare, what I love about it is how it feels afterwards. As someone who learns through interaction, having these bouncy conversations and in‑depth critical discussions makes learning far more stimulating. I have also found that this exposure has grown my confidence, as it allows me to articulate my thoughts and be challenged.

Additionally, because I am naturally quite chatty, ELTE’s requirement (if you can call it that) for students to contribute has made learning far more enjoyable. Awkward silent pauses are few and far between; conversations turn into healthy debate, and there is a noticeably livelier energy in the classroom.

The assessment:

A final point of comparison is assessment procedure. Although I now believe this has changed, my experience in first and second year at Manchester involved completing the infamous 24‑hour exams. Often requiring an all‑nighter, the stress and fatigue these exams placed on my friends and me felt largely uncalled for. Rather than testing my knowledge, they seemed to test my ability to find information on the day. Now, I acknowledge that this may not have been the intended purpose; however, my point is that the structure they offered in terms of revision was minimal, and I personally struggled with them. (I would like to caveat this by acknowledging that this was not the only assessment method used – but it was certainly the most frequent.)

In contrast, I have found ELTE’s approach to assessment far more balanced. In some instances, lecturers require presentations; in others, handwritten exams; in others still, group projects; or an amalgamation of these methods. What I love about this approach is that it tests abilities in more than one way. While written exams assess problem‑solving skills, they are not the only skills required. Thinking creatively, innovatively, and working effectively in a team are vital in any workforce, and I believe allowing students to demonstrate these abilities through their learning is equally important.

Conclusion:

Overall, I believe these differences reflect broader cultural attitudes towards education — a conversation I could easily go on about for hours. Education feels more respected and appreciated at ELTE, and this has proven to be a refreshing change from what I sometimes experienced at home (although I still absolutely love Manchester and the university).

If you are a prospective student considering ELTE, I would highly recommend it. My time here has opened my approach to learning and made me more confident in many areas, including writing, public speaking, discussion, and critical thinking. I really feel like I owe ELTE, and my time here, a lot!