How should law schools communicate about teaching and courses?

Published May 16, 2024 · Updated Oct 12, 2025

communication about course and teachinglaw

Use a single, authoritative channel with time‑stamped updates, accessible language and a predictable rhythm, and put assessment clarity front and centre. In the National Student Survey (NSS), the communication about course and teaching theme captures sector‑wide open‑text feedback on how providers share essential information; across 2018–2025 it comprises 6,214 comments, 24.4% Positive, 72.5% Negative and 3.1% Neutral, signalling persistent frustration. Within law, students prioritise assessment clarity (≈8.9% of comments focus on Feedback), so aligning module information, assessment briefs and marking criteria yields the greatest gains.

Engaging effectively with law students about their courses and teaching methods affects their educational experience. It demands careful consideration of how messages are conveyed so students can make informed decisions throughout their studies. Law students often express concerns through surveys and text analysis, making it essential for staff to listen and act. Communication is not only transmission; it means incorporating the student voice into decision‑making. By evaluating feedback, law faculties address issues before they escalate, enabling a smoother learning journey.

Are module choices and information sufficiently clear?

When starting their studies, law students face substantive choices about modules that shape their legal careers. Ambiguity in module descriptions or miscommunication of requisites leads to ill‑informed decisions. Staff should present module information accessibly and in detail, with assessment briefs that explain methods, marking criteria and workload expectations. Students then align choices with career aims and feel confident in their selections. Student comments consistently value explicit pathways and guidance; faculties should publish a single source of truth, time‑stamp updates and keep a short no‑change window before teaching blocks. This approach reduces confusion and improves satisfaction with programme choices.

How should law schools communicate during strikes and external disturbances?

Disruptions such as strike action or severe weather undermine continuity for students working with complex legal materials. Communication must be proactive and precise: confirm changes to timetabling, staff availability and access to resources, and provide alternative arrangements early. Law schools should maintain a visible changes log, contingency access to digital readings and recordings, and clear escalation routes for urgent issues. Doing so protects the integrity of delivery and builds confidence that the institution manages crises effectively.

What do students need from coursework and referencing guidance?

Students report that inconsistent guidance on coursework and legal referencing creates uncertainty and depresses attainment. Faculties should publish annotated exemplars, checklist‑style rubrics and links between outcomes and marking criteria. Workshops that rehearse common pitfalls in OSCOLA and case citation, plus calibrated marking across the team, promote consistent expectations. Mentoring that offers individual guidance further supports application. Involving students in the design of these resources ensures relevance and uptake.

How should we communicate academic milestones?

Students need timely, stable information about course starts, assessment timelines, examinations and graduation to plan reading and revision. Late or changing exam dates push students off schedule and raise stress. Providers should publish milestone timelines well in advance, integrate them into programme handbooks and the virtual learning environment, and minimise late changes. Where changes are unavoidable, explain what changed, why and when it takes effect. Feedback analysis helps identify gaps and remedy missed communications.

How should we communicate career opportunities and professional pathways?

Students want direct, practical guidance on career routes and how to engage with employers. Law schools should name a channel for career updates, show students how to use it and commit to regular, concise messages. Embed short, practice‑focused activities that model professional communications, and bring in alumni to share strategies. Career fairs and networking events help only when promoted early with clear joining instructions and follow‑up materials. This integrated approach strengthens the transition to work and aligns legal education with sector needs.

What strengthens engagement in law teaching?

Lively, structured discussions in seminars and workshops sharpen analysis and advocacy, and students value space for diverse viewpoints. Staff should facilitate inclusive debate, signpost expectations for participation, and tie discussion to assessment criteria so students see the connection to performance. This culture reflects legal practice and reinforces the learning community.

Which communication strategies make the most difference?

• Establish a single source of truth for all course communications, with time‑stamped updates and a brief “what changed/why/when it takes effect” note.
• Publish a predictable rhythm: weekly summaries, known response times and escalation routes. Minimise last‑minute changes and explain them promptly when unavoidable.
• Make communications accessible: plain language, informative subject lines, structured headings and formats compatible with assistive technologies.
• Target high‑need segments by providing earlier notice of assessments and teaching blocks, offering alternative formats by default, and aligning calendars with external partners where relevant.
• Monitor outlier subjects or modules with steeply negative sentiment through regular comms audits to check clarity, consistency and timing.

How Student Voice Analytics helps you

Student Voice Analytics turns open‑text survey comments into targeted actions for law. It tracks communication sentiment alongside assessment, teaching delivery and support, with drill‑downs from institution to school and programme. You can compare like‑for‑like across subject groups and demographics, export concise briefings for programme teams and academic boards, and evidence improvement with consistent, year‑on‑year measures. For this theme and discipline, the platform highlights where communication about modules, timetabling and assessment briefs will move outcomes fastest.

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