What are electrical and electronic engineering students saying about course organisation and management?

organisation, management of courseelectrical and electronic engineering

Electrical and electronic engineering students describe course organisation as fragile. Across the National Student Survey (NSS) open-text theme on organisation management of course for 2018–2025, 52.2% of comments are negative versus 43.6% positive, and within electrical and electronic engineering the organisation and management topic makes up 4.2% of comments with a sentiment index of −25.6. The subject grouping is used across the sector for like-for-like comparison, and younger students contribute much of the volume (70.0%), which helps explain the sharper tone. Priorities therefore centre on stabilising timetables, making changes predictable, and keeping routes to resolution visible and fast.

Course Content and Structure: how should programmes balance theory with practice?

Students want a curriculum that enables transfer from foundational theory to applied problem-solving. They value breadth and progression, but signal gaps when authentic practical work is thin or dated. Programmes that sequence core circuit theory and embedded systems with industry-aligned projects and labs tend to meet expectations. Course teams can use student comments to adjust module prerequisites, reduce duplication across modules, and integrate design-and-build tasks that surface engineering trade-offs early. Routine syllabus refresh cycles, co-designed with industry partners, keep content current without overloading the module diet.

Teaching Quality and Lecturer Support: what do students need from staff in a technical discipline?

Students rate subject expertise highly when it is paired with accessible explanations and structured opportunities to check understanding. They also note that irregular availability in lab-heavy modules slows progress. Departments can provide predictable office hours, fast triage of queries, and shared discussion spaces for quick clarifications. Regular peer calibration and micro‑CPD on demonstrations, worked examples and active problem classes help align delivery across a diverse teaching team.

Practical Work and Laboratory Access: what would improve the hands-on experience?

Practical labs underpin learning in this discipline, so bottlenecks in access or equipment condition quickly translate into frustration. Extending opening hours during peak assessment periods, adopting transparent booking rules, and defining service levels for equipment maintenance reduce avoidable delays. Publishing lab schedules alongside module timetables and aligning assessment deadlines with equipment availability supports completion of projects without last‑minute congestion.

Assessment and Feedback: how do practices shape learning in electrical and electronic engineering?

Student comments in this subject concentrate on assessment clarity, especially expectations and marking standards. Where criteria and exemplars are not easy to interpret, students report misalignment between taught content and grading. Programmes can publish annotated exemplars, checklist-style rubrics and assessment calendars, and run light-touch marker calibration to reduce variance between modules. Time-bound, specific feedback that points to next steps enables students to course-correct within the module rather than after it.

Online Learning and Digital Resources: what does an effective blend look like here?

Online delivery supports theory-heavy topics, but students report weaker experiences when practical elements are moved online without a clear design. A pragmatic blend uses short pre-recorded theory inputs, on-campus labs for essential skills, and pre‑lab simulations to maximise time with equipment. Providing materials in accessible formats and offline options helps students with variable connectivity.

Course Management and Communication: how can operations reduce friction?

The operational cadence sets the tone for the whole student experience. Students respond well to early, stable timetables, a single source of truth for changes, and concise weekly updates explaining what changed and why. Younger and full-time cohorts tend to be more critical of late changes, while mature and part-time students value advance notice and fewer clashes, so codifying these practices across programmes matters. Accessible schedules, alternative arrangements where needed, and straightforward routes for adjustments support disabled students. Monitor and share a small set of operational metrics each month (response times, time to resolution, change lead times, backlog by theme) and publish actions taken so students can see the loop closing.

Support Services and Extra-curricular Opportunities: which offers make the most difference?

Students notice when facilities, careers support and wider student life are visible and easy to use. Signposting these at transition points across the year increases uptake. Placements and research projects deepen learning and confidence; making opportunities transparent, with equitable selection and preparation, broadens participation. Ensure the Personal Tutor model is consistent and proactive so students know who can intervene when issues cut across teaching, assessment and operations.

How Student Voice Analytics helps you

• See organisation and management issues for this discipline in one place, with sentiment over time and by segment, so you can prioritise timetable stability, communication rhythm and operational responsiveness.
• Compare electrical and electronic engineering with nearby subjects and your own programmes to spot transferable practices in assessment calendars, handbooks and lab operations.
• Drill from institution to department and cohort, generating concise anonymised summaries for programme and timetabling teams.
• Track whether actions work by monitoring sentiment and operational metrics, and share export-ready briefings with colleagues across teaching, exams and student communications.

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