Are UK business students’ voices changing their education?

Published Apr 22, 2024 · Updated Oct 12, 2025

student voicebusiness studies

Yes, but unevenly. Across the student voice lens of National Student Survey (NSS) open-text comments, the tone is net negative (54.2% Negative; sentiment index −6.1), showing many students still do not see follow-through. Within business studies, a Common Aggregation Hierarchy subject area used for like-for-like analysis across the sector, students respond well when staff act on feedback and make assessment expectations transparent; where programmes do not, frustration persists. This article analyses what business students say works, what does not, and how departments translate voice into tangible change.

Why does student feedback matter in business programmes?

Students use feedback routes to shape the relevance and quality of their learning. In business studies, they prioritise assessment transparency and the ability to see their input prompt changes to modules and delivery. When programmes show how student comments inform revisions to teaching approaches, assessment briefs and resources, satisfaction rises and the curriculum stays aligned to current practice.

How responsive are staff to student feedback?

Responsiveness sets the tone for partnership. Business students frequently credit staff for support and clarity; sentiment around Teaching Staff trends positive (index +31.0) when learners can see named owners, timelines and updates. Publishing “you said, we did” actions and sticking to a response timescale helps students track progress and builds trust that feedback has consequences for programme design and delivery.

Do assessment criteria and feedback help students improve?

Assessment clarity remains the sharpest pressure point. Students want marking criteria that map unambiguously to learning outcomes and exemplars of different grade bands. Business studies comments are most negative on Marking criteria (index −43.1), so departments that standardise rubrics, calibrate marking and return timely, actionable feedback typically see gains in both attainment and sentiment. Students then know how to meet expectations and where to focus effort between assessments.

Which communication channels work?

Channels that fit around study, work and caring commitments draw more and better input. Part-time students register a markedly more negative tone on student voice (sentiment −21.8), indicating barriers to access and follow-up. Hybrid staff–student forums, asynchronous input options, recorded Q&A, and predictable office hours reduce friction. A single source of truth for module updates and timetabling changes also minimises confusion and keeps cohorts engaged.

How does student voice affect wellbeing?

Feeling heard reduces anxiety and improves belonging. When students’ suggestions lead to visible change—whether in assessment scheduling, group work processes or resource access—wellbeing improves because agency replaces uncertainty. Regular mechanisms for dialogue, combined with proactive updates on agreed actions, sustain that sense of control and community across the cohort.

Where does student voice work - and where does it stall?

Where departments embed structured forums, track actions, and close the loop promptly, students describe stronger engagement and satisfaction, and internal surveys reflect this shift. Where feedback is gathered but not acted upon—or progress is not communicated—tone deteriorates. Variation between modules and lecturers remains a common challenge; programme teams that adopt shared routines for capturing and acting on student input reduce inconsistency across the cohort.

What should institutions do next?

Prioritise assessment transparency and visible action. Standardise rubrics and exemplars across modules; set and monitor a feedback response SLA; publish action trackers with owners and dates. Make voice channels inclusive through hybrid and asynchronous options, and support staff to use consistent routines so progress is evident to students. These steps directly address the areas students highlight and strengthen the partnership at programme level.

How Student Voice Analytics helps you

Student Voice Analytics turns open-text into prioritised actions for programme teams. It benchmarks topics and sentiment for student voice and business studies against like-for-like peers, highlights where tone shifts for specific groups (e.g. part-time or mature learners), and produces concise, anonymised summaries you can share with committees and boards. Dashboards, exportable tables and cohort-level drill-downs help you evidence improvement, track follow-through, and keep the feedback loop visible.

Request a walkthrough

Book a Student Voice Analytics demo

See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.

• All-comment coverage with HE-tuned taxonomy and sentiment.
• Versioned outputs with TEF-ready governance packs.
• Benchmarks and BI-ready exports for boards and Senate.

Book a demo Prefer email? [email protected]

More posts on student voice:

• How do UK psychology students shape their education?
• Do dental students feel heard in higher education?
• Does student feedback improve social work education?
• Are design studies students being heard by their universities?

More posts on business studies student views:

• How did COVID-19 affect business studies students?
• Do business studies students get the timetables they need?
• What do business studies students need from teaching staff?
• What do business studies students say about teaching delivery?