Are social work students getting the course and teaching communication they need?
Mostly, no: student feedback shows communications about course delivery remain inconsistent and hard to trust. In the National Student Survey (NSS), the communication about course and teaching theme records 24.4% Positive against 72.5% Negative comments (sentiment index −30.0), signalling sector‑wide problems with clarity, timing and reliability. Within social work, assessment communications in particular depress sentiment, with Feedback at −25.5 and Marking criteria at −39.3. The category captures how providers convey plans, changes and expectations; the discipline label anchors comparisons across UK social work programmes. These insights frame where practice needs to tighten so that strengths in teaching and support are not undermined by weak communications.
Communication about course content and teaching approaches sits at the core of students’ day‑to‑day experience. Staff must maintain open, predictable channels so cohorts feel informed and respected. Incorporating student voice through surveys and text analysis enables rapid, targeted adjustments, and a structured, accessible dialogue helps social work students navigate their programme with confidence.
Where does communication break down, and what works?
Late or poorly explained changes to assessment or timetabling erode trust and belonging. A single source of truth with time‑stamped updates, concise “what changed/why/when it takes effect” notes, and a predictable weekly rhythm reduces anxiety and lifts engagement. Regular, structured feedback loops allow teams to act quickly on common issues. Staff development that prioritises accessible language, appropriate formats and consistent tone improves inclusion and reach.
How should course organisation and planning be communicated?
Students need early sight of key dates and a short no‑change window ahead of teaching blocks and assessment points. Programme teams should name owners for timetables and module information, align calendars with placement partners, and maintain an explicit changes log. Use one authoritative channel rather than multiple partial updates; signpost an escalation route and realistic response times.
What did online learning and COVID-19 change about course communications?
Digital delivery exposed how easily mixed messages accumulate across VLEs, email and chat. Forums and recordings expand access, but only when expectations about interaction, availability and turnaround are explicit. Clear tagging, consistent file naming and short summaries on each update reduce cognitive load, especially when students juggle placement, work and caring responsibilities.
How do assignments and feedback communications affect learning?
Students read assessment briefs, marking criteria and exemplars as the definitive guide to what good looks like. Ambiguity here feeds anxiety and undermines progression; this aligns with the strongly negative tone around assessment communications in social work, where Feedback and Marking criteria are among the most critical pressure points. Provide criteria in plain language, publish annotated exemplars, and set realistic feedback service levels with visible tracking of turnaround.
How do lecturers’ teaching styles and communication shape student engagement?
Approachable, well‑prepared lecturers who explain the rationale for activities and assessments sustain engagement in challenging content. Students value interactive methods and a safe space for questions, but also appreciate structure and signposted resources. Calibrated flexibility—adjusting delivery without fragmenting the plan—keeps cohorts oriented and reduces noise.
How can universities make support and resources easier to use?
Orient students to the support ecosystem early and often. Consolidate information on finance, wellbeing, academic skills and placement guidance in one searchable hub, designed for assistive technologies. Use brief, actionable updates rather than generic newsletters, and invite students to test navigation and language so recurring pain points surface quickly.
What should social work education do next?
Act on the pattern, not just the peaks. Publish a weekly summary, time‑limit late changes, and keep a visible log of decisions. Align placement communications with partner timelines, and build in short, formative touchpoints that close the loop between practice learning and academic assessment. Monitor segments and modules where communication issues cluster, and audit messages for clarity, timing and accessibility.
How Student Voice Analytics helps you
Student Voice Analytics tracks topic and sentiment movement in NSS open‑text at provider, school and programme levels, so teams can prioritise the communications that most affect social work students’ experience. You can compare like‑for‑like across disciplines and demographics, focus on Delivery and Assessment themes where sentiment dips, and brief programme teams with concise, export‑ready insights and representative comments. The platform turns student voice into actionable plans that improve clarity, predictability and accessibility in course communications.
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See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and standards and NSS requirements.
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