Diverse Grading Criteria

In my opinion LSE suffers from diverse teaching techniques and grading criterias of the same subject. One instructor of the same course sets post mid syllabus while the other compells that she wants her class to rote learn the entire book. One sets an A on 85% while the other believes in relative grading. Most of the students feel cheated when they get to know that their peers from other sections are getting better grades just because their instructor is more flexible. How would you suggest that improvement can be brought about in these methods? Is notifying Dr. Shahid enough? If not, then what other measures should be taken?