Do UK business and management courses communicate teaching effectively?

By Student Voice Analytics
communication about course and teachingbusiness and management (non-specific)

Not consistently. Across the communication about course and teaching comments in the National Student Survey (NSS), 72.5% are negative and the sentiment index sits at −30.0, signalling persistent issues with clarity, timing and reliability. Business and management programmes grouped under business and management non-specific, a sector subject taxonomy used to compare like with like, are more upbeat overall (52.6% positive), yet communication still drags on experience for full-time cohorts (−32.0). Because Feedback is the single most discussed theme in this subject at 10.6% of comments, assessment clarity, consistent information flows and active use of student voice have the greatest leverage.

How should business and management studies communicate course and teaching effectively?

Business and management studies span marketing, finance, human resources and operations, so students need unambiguous signposting of what each module offers and how it is taught and assessed. Provide one authoritative, time-stamped source of truth for programme and module updates, with brief notes on what changed, why and when it takes effect. Use accessible formats, structured headings and plain language compatible with assistive technologies. Prioritise student voice through surveys and text analysis to identify where expectations, assessment briefs or timetabling are misunderstood, then adjust content or delivery accordingly. While some staff prefer stability, a predictable update rhythm and minimal last-minute changes protect both coherence and relevance.

What are the pressing challenges in curriculum design?

Balancing rigour and applicability depends on transparent outcomes, coherent assessment design and consistent marking criteria. Set out the learning journey at the outset and align assessments to those outcomes. Keep curricula current by engaging industry partners and iterating materials in manageable cycles rather than wholesale overhauls. Make operational information reliable: align calendars with external commitments, publish a changes log, and give earlier notice ahead of teaching blocks and assessment windows. Use programme-level text analytics of student comments to target where concepts, assessment briefs or scheduling create friction.

How do we increase student engagement and participation?

Start with communication that sets expectations and reduces ambiguity about teaching methods, participation, and assessment. Build structured opportunities for dialogue: brief Q&A segments, guided discussions and office hours complemented by moderated digital forums for students who prefer writing. Because collaboration can frustrate students when poorly designed, standardise group formation, role clarity and contribution tracking, and be explicit about how collaborative outcomes map onto marking criteria. Make classroom time active through case work and problem-solving tied to real business contexts to support application as well as understanding.

How should we assess practical skills alongside theoretical knowledge?

Use a mixed assessment diet that tests conceptual understanding and applied decision-making. Publish annotated exemplars, checklist-style rubrics and succinct “how to improve” notes so students know what good looks like. Calibrate markers and communicate turnaround standards so feedback is timely and actionable. Combine exams and essays for theory with simulations, case analyses, presentations and reflective tasks for practice, and explain the rationale for each method. Continually review student comments to refine balance and reduce duplication across modules.

How do industry partnerships and placements add value?

Partnerships extend learning and connect theory to practice, even where placements are relatively marginal in this discipline. Make aims, schedules and quality expectations explicit to students and hosts, and ensure academic oversight links practical activity back to taught frameworks. Keep communications simple: one channel for approvals and updates, a short checklist for students before starting, and a quick post-placement reflection template to feed insights into curriculum improvement.

Which innovative teaching approaches make the greatest difference?

Flipped learning and simulations work well when integrated with structured pre-class preparation and clear in-class roles. Use simulations to test judgement in low-risk environments and to surface transferable skills such as teamwork and leadership. Evaluate changes through short pulse checks and module surveys, then iterate. Where remote or blended learning is part of delivery, keep interaction purposeful and expectations about preparation explicit.

How should we use technology in business and management education?

Adopt platforms that unify content, assessment briefs, lecture recordings and updates in one place, and train staff to use them consistently. Simulation tools help students apply theory; analytics dashboards highlight engagement patterns and drop-off points. Keep personal contact high through scheduled small-group tutorials and timely responses via agreed channels. Ensure compatibility with assistive tech, and provide alternative formats by default for core materials.

What future trends and practical recommendations matter now?

Globalisation, sustainability, entrepreneurship and data-driven decision-making now sit at the core of business curricula. Integrate these themes across modules rather than isolating them, and link them to assessment tasks that demand real analysis and practical planning. On delivery, protect consistency by maintaining a predictable update rhythm, minimising last-minute changes, and auditing communications in areas where student comments indicate confusion. Run brief, regular reviews of assessment criteria, group work design and resource reliability to sustain quality while iterating.

How Student Voice Analytics helps you

  • Track student sentiment on communication, assessment clarity and teaching delivery over time and by segment, then direct fixes where they matter most.
  • Drill from provider to school, department and programme to produce concise action plans and briefings.
  • Compare like-for-like across business and management and other CAH subject groups, and segment by mode, age, disability and ethnicity to target support.
  • Export summaries, tables and visuals to share priorities with programme teams, academic boards and external stakeholders.

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