Do media studies students feel they get value for money?

By Student Voice Analytics

Mostly not on the costs question, although media studies students still report strong experiences where facilities and staff access are visible. Across the National Student Survey (NSS) costs and value for money lens, 88.3% of comments are negative with a sentiment index of −46.7, signalling a sector-wide mismatch between price and perceived return. Within media studies as a discipline, overall comments skew positive at 54.2% positive, and value perceptions rise when students see what their fees deliver in facilities and teaching. The category gathers sector-wide judgements about fees, extra costs and return on investment; the discipline brings together programmes across film, television and digital media, highlighting the conditions that underpin value for this cohort.

Are escalating tuition fees aligning with perceived value?

As tuition fees for media studies at UK universities have risen to approximately £9,500 annually, students express increasing dissatisfaction, feeling that these costs do not align with the educational value received. Staff from various institutions report that student discontent primarily revolves around the perceived decline in direct engagement and personalised learning opportunities, elements they believe are central to academic and professional growth in media studies. Publishing a total cost of study per programme, adopting a no surprises policy for additional spend, and spelling out how fees fund studios, licences and equipment improve perceived value. Make investment choices visible at module level so students can track where their money goes across the year.

How did COVID-19 change perceptions of quality and cost?

The COVID-19 pandemic has heightened concerns over both the quality of education and the financial burden on media studies students. With many courses moved online, students questioned paying full tuition for what they perceived as reduced educational experiences. The lack of practical, hands-on learning opportunities added to the disappointment, particularly when access to studios, kit and direct staff interaction was restricted. Departments respond by enhancing online engagement, widening software access, and adjusting assessment briefs so that learning outcomes remain achievable in constrained settings. Where delivery remains online, explain the rationale for fee levels and evidence the added value students receive.

Do facilities shape perceived value for money in media studies?

Facilities materially influence value judgements. Student comments in this discipline read positively when universities maintain excellent studios, editing suites and kit access, with sentiment for general facilities at +33.2. Ensure students can secure time on equipment at predictable points in the assessment cycle, scale kit loans to match peak demand, and publish turnaround times for repairs and replacements. When departments demonstrate how fees are invested in up-to-date technology and accessible studio spaces, students judge value more generously.

How do debt and living costs affect students’ value judgements?

With rising tuition fees and living expenses, the weight of student debt influences course choice, persistence and wellbeing. Students weigh the return on investment in terms of marketable skills and access to industry-standard practice. Universities can mitigate this by aligning module tasks to realistic industry outputs, mapping assessment briefs to employability outcomes, and expanding low- or no-cost routes to required materials. Strengthen hardship funds, set service targets for reimbursements, and keep a single source of truth for costs and what fees cover across the virtual learning environment.

Where do communication and support gaps undermine value?

Breakdowns in communication during strikes and other disruptions damage perceptions of value, especially in practice-based modules. Students want clear ownership of communications, rapid updates on changes to delivery or facilities access, and timely academic support. Media studies cohorts respond well to visible staff presence; teaching staff receive distinctly positive sentiment at +40.7. Maintain reliable office hours, response norms and structured feedback opportunities, and use short pulse checks to address issues quickly after high-cost activities.

How well did universities respond to crises from a value perspective?

Effectiveness rests on how far institutions sustain learning outcomes and contact while explaining trade-offs. Students question fee levels when access to on-campus facilities is limited, so departments should articulate what is substituted and how learning aims are protected. A single source of truth for schedules and changes, minimal late alterations, and transparent routes to compensation or support sustain trust when shocks occur.

What trade-offs do students see between face-to-face and online delivery?

Face-to-face delivery offers immediate access to studios, collaborative production and in-person critique that students often equate with value. Online delivery can reduce living and travel costs, but students expect equivalent access to software, technical support and constructive interaction. Prioritise remote lab access, software licences and booked virtual feedback slots. Where online modes persist, make assessment criteria and exemplars more explicit so students can calibrate their work without constant in-room guidance.

How Student Voice Analytics helps you

Student Voice Analytics shows where value-for-money concerns are sharpest for media studies by mode, age and cohort, and tracks movement over time. It links open-text feedback to topics such as communication, organisation, facilities, assessment and staff access, giving programme teams a concise view of what to fix and what to protect. You can drill from institution to school and programme, compare with peer disciplines, and export ready-made summaries to brief colleagues in finance, estates and timetabling so operational decisions align with student value perceptions.

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