What are media studies students telling us about course organisation?

organisation, management of coursemedia studies

Students report a mixed picture. Across UK National Student Survey (NSS) comments on the organisation management of course theme, tone skews negative (52.2% negative vs 43.6% positive), driven by younger, full-time cohorts that account for 70.0% of comments. Within media studies, the overall mood is more positive (54.2% positive), yet operational delivery remains a weak spot, with organisation and management reading as negative (−22.7). The theme captures timetabling, communications and day to day course operations across the sector, while the CAH subject label is the UK-wide coding that groups cognate disciplines, helping providers compare like with like and act on discipline-specific signals.

How do media studies curricula balance breadth with relevance?

Media studies spans genres, technologies and theory, so programmes need breadth without diluting relevance. Students ask for an integrated diet: practical workshops alongside critical seminars, with modules that let them apply theory in context. Make the curriculum visible by publishing topic maps and signposting how learning will be assessed at module level. Provide elective choice so students tailor pathways to career aims, and maintain ongoing dialogue between students and staff so the curriculum adapts to evolving media trends while sustaining academic depth.

How should timetabling and workload be managed to protect learning?

Timetabling drives satisfaction when it is stable, predictable and coherent across modules. Publish schedules early, keep a single source of truth for changes, and minimise late amendments. Track timetable stability and set a transparent change window; sequence deadlines to support application of taught content rather than bunching submissions. Younger full-time cohorts benefit from predictable rhythms and rapid triage of issues, while mature and part-time students value advance notice and fewer clashes. A balanced approach supports creativity without sacrificing wellbeing.

How can access to resources and equipment be assured?

Practical learning depends on equitable access to cameras, edit suites and studios. Implement robust room and equipment booking with visible service levels and agreed turnaround times between academic and technical teams. Maintain and update kit to industry standards, and plan booking windows that align with assessment timelines. Provide accessible alternatives and clear routes for adjustments so all students can complete practical tasks to standard.

What role do industry links and practical experience play?

Students value structured exposure to industry practice. Embed live briefs, guest lectures and authentic project work that mirror newsroom, production or post workflows. While extended placements appear less central to this cohort, capstone projects and short-form client work replicate real conditions and build portfolios. Sustained relationships with practitioners keep content current and enhance employability.

Which assessment methods align with media practice and fairness?

Project-based assessment better reflects media production cycles than traditional exams, but it needs clarity to feel fair. Bring assessment clarity forward: use checklist-style rubrics, annotated exemplars and short “what we look for” videos. Publish marking criteria at the start of the module, agree feedback turnaround, and run a short, structured debrief so students can act on advice. Calibrate markers to reduce variability, and align briefs with industry-relevant decision-making and problem-solving.

What support and guidance do media studies students need?

People-centred support is a strength in this discipline, so protect it. Keep staff availability visible through office hours and response norms, and coordinate academic advising with module selection to align study choices and career aims. Provide accessible mental health and wellbeing services, and connect students with alumni and practitioners for career insight and networking.

How do feedback and communication practices shape engagement?

Timely, actionable feedback and consistent communications underpin engagement. Use a single channel for course communications with named operational ownership. Set expectations for response times and time-to-resolution, and monitor change lead time and backlog by theme. Offer post-assessment office hours for immediate discussion and schedule regular check-ins so cohorts can raise operational issues early. Provide accessible schedules and clear routes for adjustments, especially for disabled students.

What should universities change next?

• Make the curriculum transparent and show how learning maps to assessment.
• Stabilise timetables, publish a change log, and reduce late changes for high-enrolment modules.
• Strengthen equipment and room booking with agreed service levels and alignment to assessment calendars.
• Align assessment with practice, using rubrics and exemplars to support fairness and consistency.
• Preserve high-touch support by keeping staff availability visible and career guidance integrated.
• Measure operations and close the loop by publishing actions taken in response to student feedback.

How Student Voice Analytics helps you

• Analyse the organisation theme alongside media studies to see where operations, teaching and assessment diverge by cohort and mode.
• Drill from provider to department and cohort, generating concise anonymised summaries for programme, technical and timetabling teams.
• Benchmark media studies against relevant peer subjects to evidence whether changes improve sentiment on scheduling, organisation and communications.
• Export ready-to-share briefings for academic boards and operations groups so improvements land where students feel them fastest.

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