Do media studies students feel they get value for money?
Updated Mar 10, 2026
costs and value for moneymedia studiesMedia studies students are not rejecting their subject, they are questioning what their fees actually buy. Across the National Student Survey (NSS) open-text analysis methodology, the costs and value for money lens shows 88.3% of comments are negative and the sentiment index sits at −46.7, pointing to a clear gap between price and perceived return.
The picture improves within media studies as a discipline, where 54.2% of comments are positive overall and value judgements rise when students can see what their fees deliver in facilities, teaching and staff access. The sector-wide category captures views on fees, extra costs and return on investment; the discipline lens shows which conditions make that value feel real for this cohort.
Are escalating tuition fees aligning with perceived value?
Rising tuition fees raise expectations, and media studies students notice quickly when contact time, personalised teaching and practical learning feel thinner than the price suggests. Staff across institutions report that dissatisfaction grows when students cannot connect an annual fee of about £9,500 to visible teaching quality, studio access and academic support. Publishing a total cost of study per programme, adopting a no-surprises policy for additional spend, and showing how fees fund studios, licences and equipment helps students see the return more clearly. Make those 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?
COVID-19 sharpened doubts about both quality and cost. When courses moved online, many students questioned paying full tuition for what felt like a reduced educational experience, especially when access to studios, kit and direct staff interaction was restricted. The loss of practical, hands-on learning hit media studies particularly hard, a pattern also visible in what media studies students say about remote learning, because those experiences often define the course's value. Departments can rebuild trust by strengthening online engagement, widening software access, and adjusting assessment briefs so learning outcomes remain achievable in constrained settings. Where delivery stays online, explain the rationale for fee levels and show the added value students still receive.
Do facilities shape perceived value for money in media studies?
Facilities strongly shape value judgements in media studies. Student comments in this discipline turn more positive when universities maintain excellent studios, editing suites and kit access, with sentiment for general facilities at +33.2. Reliable access matters as much as the facilities themselves, so students should be able to book equipment at predictable points in the assessment cycle and understand what support is available when things go wrong. Scale kit loans to match peak demand, and publish turnaround times for repairs and replacements. When departments show 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?
Debt changes the threshold for what feels worthwhile. As tuition fees and living costs rise, students weigh course value against employability, access to industry-standard practice and the risk of taking on more financial pressure. Universities can respond 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?
Communication failures can undo otherwise strong provision, especially in practice-based modules. During strikes and other disruptions, students want clear ownership of communications, rapid updates on changes to delivery or facilities access, and the timely support media studies students need. Media studies cohorts respond well to visible staff presence, and teaching staff receive distinctly positive sentiment at +40.7. Maintain reliable office hours, response norms and structured feedback opportunities, then use short pulse checks to address issues quickly after high-cost activities.
How well did universities respond to crises from a value perspective?
Students judge crisis responses by continuity and honesty. Institutions protect value best when they sustain learning outcomes and contact while clearly explaining trade-offs. When access to on-campus facilities is limited, departments should spell out what has been substituted and how learning aims are still being protected. A single source of truth for schedules and changes, plus tighter course organisation in media studies, minimal late alterations, and transparent routes to compensation or support help sustain trust when shocks occur.
What trade-offs do students see between face-to-face and online delivery?
Face-to-face delivery still carries the clearest value signal for many media studies students because it offers direct access to studios, collaborative production and in-person critique. Online delivery can reduce living and travel costs, but students expect equivalent access to software, technical support and constructive interaction if fees remain unchanged. 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, then tracks whether the fixes you make are changing perception 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 first 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.
Request a walkthrough
Book a free Student Voice Analytics demo
See all-comment coverage, sector benchmarks, and reporting designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready reporting.
- Benchmarks and BI-ready exports for boards and Senate.
UK-hosted · No public LLM APIs · Same-day turnaround
Related Entries
- What do media studies students say about remote learning?
- Are UK media studies students satisfied with course breadth?
- What do Media Studies students say about teaching delivery?
- What support do Media Studies students need?
- What are media studies students telling us about course organisation?