How do economics students rate their university libraries?

libraryeconomics

Yes. Across the library strand of the National Student Survey (NSS), 65.0% of comments are positive (sentiment index +30.1), and economics students report a positive tone on library provision (+25.1). Positivity runs higher among full‑time learners (66.3%) than part‑time (60.6%), signalling where capacity and access need attention. The library strand captures UK‑wide student voice about facilities and resources, while economics as a Common Aggregation Hierarchy subject frames discipline‑specific expectations that shape the experiences below.

As we look into the experiences of economics students with university libraries, we aim to show the substantive role these services play in supporting academic achievement and personal growth. Libraries are not just buildings filled with books; they are spaces where knowledge is exchanged and ideas flourish. For economics students, the library is often a central hub, where access to journals, databases, and quiet study areas underpins academic success. This article explores students’ perspectives on facilities, access to resources, and the impact these elements have on learning. It also examines how student voice, through feedback mechanisms like text analysis and student surveys, informs the evolution of library services to meet disciplinary needs. By understanding these dynamics, staff and institutions can create environments that enhance the learning experience for economics students and highlight the role of library services in UK higher education.

What capacity issues arise during peak periods?

During revision windows and pre‑exam periods, many economics students struggle to find study space because libraries are full. This pressure disrupts study routines and affects focus and productivity. Institutions should prioritise solutions such as extended opening hours, temporary additional seating, and fairer space‑booking practices. Managing peak demand also benefits part‑time learners who study outside typical hours. Publishing live occupancy data, directing students to alternative quiet zones, and promoting digital resources can reduce friction. A simple “you said, we did” cycle on space and noise management shows responsiveness and helps stabilise sentiment when demand spikes.

What is the value of library resources for economics studies?

For economics, sustained access to specialist journals, data sources and robust discovery tools supports coursework and research. Students need to locate and apply resources efficiently, particularly for empirical work using historical data and case studies. Staff should provide targeted guidance on databases, search strategies, and data handling, and ensure reading lists map to what is assessed. Well‑maintained quiet zones support deep work, while skills sessions on referencing, literature reviews and data literacy help students connect resources to assessment briefs and marking criteria. Investment in discoverability and licensing yields immediate gains in academic outcomes.

How did library services adapt during the pandemic?

When the pandemic closed buildings, libraries expanded digital access and introduced virtual help desks and tutorials so students could continue their studies. Usage analytics guided which resources to prioritise online. This pivot demonstrates how flexible provision—e‑journals, eBooks, scanned extracts within copyright, and remote skills support—maintains continuity. Retaining the most effective elements, such as on‑demand guidance and remote consultations, continues to support commuter and placement students.

How do library staff and systems support and communicate with students?

Specialist staff and reliable systems make the difference between access and frustration. Students benefit when librarians provide structured inductions, subject‑specific database support, and clear pathways to request new materials. Systems need to be intuitive, with consistent signposting and a single source of truth for updates. Accessibility should be validated end to end—physical spaces, digital platforms, assistive technologies, and staff confidence—so adjustments are easy to request and well publicised. Integrating student feedback into acquisitions and service design builds trust and keeps provision aligned to cohort needs.

How do library facilities shape the campus learning environment?

Good facilities—quiet zones, comfortable seating, adequate lighting, and reliable Wi‑Fi—enable sustained concentration. The wider campus matters too: group rooms, green spaces and nearby cafes provide choice for collaborative or individual study. Institutions should monitor how students use different spaces and adjust the mix accordingly, balancing silent study with group work areas and ensuring wayfinding and etiquette are unambiguous. Regularly sharing changes made in response to feedback sustains engagement.

How do library management decisions affect student experience?

Decisions on opening hours, study‑space allocation and charges directly shape student experience, particularly during assessment periods. Extending hours, simplifying fines and printing costs, and aligning stock levels to reading‑list demand remove avoidable stressors. Publishing service standards and performance (for example, request turnarounds) adds predictability. When management listens and acts on student voice, resources align better with peaks in coursework and exams, and confidence in the service grows.

What does this mean for economics students and libraries?

The library remains a core enabler of success for economics students. Prioritising capacity management at peak times, strengthening resource discoverability, maintaining flexible digital provision, and improving accessibility and communications will deliver tangible gains. Partnership between programme teams and library staff ensures resources map to assessed outcomes and that skills support speaks directly to the economics curriculum.

How Student Voice Analytics helps you

• Turns NSS open‑text into topic and sentiment metrics for Library, with drill‑downs to economics, demographics and mode/campus, so you can see where tone diverges and why.
• Surfaces actionable gaps for time‑poor cohorts (e.g., part‑time and commuter students), and evidences accessibility improvements across journeys from spaces to digital platforms.
• Enables like‑for‑like comparisons across disciplines and segments, with export‑ready summaries for programme and library teams to prioritise actions and track impact over time.

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