Do English Studies students get the learning resources they need?
Mostly yes. In National Student Survey (NSS) comments, students are broadly positive about learning resources: 67.7% of statements are positive and the sentiment index is +33.6, across 14,058 comments. The main risk is equity of access, with disabled students trailing peers by −7.4 points and younger students slightly less positive than mature students by −2.2. For English studies (non-specific) within the Common Aggregation Hierarchy used sector‑wide, this extract does not yet include discipline‑level metrics, so we apply these sector patterns to prioritise accessible reading lists, flexible access and timely support for English cohorts.
Are learning platforms and libraries accessible?
Digital platforms such as ELE and Moodle are gateways to texts and coursework. Prioritise frictionless access to online libraries and databases, provide alternative formats by default, and make assistive routes explicit at the point of need. Use student surveys and NSS comments to audit accessibility, maintain an “accessibility backlog”, and publish resolution times. Integrate student voice into platform decisions so changes reflect real usage.
Do recorded and live lectures support English analysis?
Recorded lectures extend access and help students revisit complex theory; their value depends on structured delivery and engaging explanation. Analyse feedback each term and iterate delivery. Sector patterns indicate slightly higher positivity among mature and part‑time students, so retain flexible access windows and clear signposting to recordings to spread that benefit across the cohort.
Are core texts available when needed?
Demand for core readings often exceeds supply at peak times. Increase digital licences, ensure short‑loan print copies are available, and run “resource readiness” checks before term starts to verify availability and capacity for high‑demand texts. Review reading lists each term to align licences with actual usage.
How should course materials be curated and taught?
Balance structured textbooks with literary works that require sustained analysis. Remove bottlenecks created by scarce print or unavailable digital versions by curating e‑first lists where licensing allows. Support students to use analytical tools well through short training sessions embedded in modules.
Is the assessment workload manageable alongside study time?
Balance seminars, contact hours and independent study with explicit guidance on time planning. Provide regular formative feedback and accessible consultation hours so independent study does not become isolating. Align assessment briefs and reading loads to the time available in the teaching block.
How do finances shape access to resources?
Textbook costs constrain participation, particularly for students from lower‑income backgrounds. Negotiate inclusive e‑textbook and publisher deals, prioritise library‑first access over requiring purchase, and publicise hardship routes. Ensure digital options do not introduce hidden costs through platform restrictions or required devices.
Does learning support meet diverse needs?
Provide visual and multimedia resources that serve different learning styles and make them available alongside lecture materials. Ensure seminar groups are facilitated to bring in quieter voices and include signposting to tailored guidance. Train staff to identify barriers early and to deploy adjustments promptly.
Does the course structure maximise resource use?
Workshops and group work should integrate directly with lecture content and reading lists so students practise applying theory to texts. Keep module components cohesive and review alignment regularly using student feedback and programme‑level evaluations.
Can local community collections extend learning?
Cathedral libraries, local archives and community collections add primary sources not held by the university. Incorporate visits or collaborative projects into modules to connect literary theory with place, while strengthening town–gown partnerships.
What support mitigates student funding pressures?
Combine bursaries and book grants with design choices that reduce required purchases. Simplify off‑campus access steps with plain‑language instructions and screenshots, and offer live chat or prompt email help during assignment peaks so students do not abandon legitimate access routes.
What works for students with learning difficulties?
Offer alternative formats as standard, ensure assistive technologies work across platforms, and embed study‑skills sessions that demonstrate annotation, note‑taking and text‑analysis strategies. Provide seminar structures that allow paced engagement and quick referral routes to specialist support for dyslexia and anxiety.
Do students know how to use library and archive resources?
Students benefit from structured guidance on discovery tools, databases and archives. Provide quick‑start guides at the start of each module, run short in‑class search demonstrations, and integrate digital tools that streamline off‑campus access.
How do staff pay disputes and strikes affect learning resources?
Industrial action disrupts the continuity that English modules rely on. Where disputes occur, protect learning through pre‑released reading guidance, asynchronous materials and clear, timely communications about adjustments to assessment timelines.
Should students choose their own texts?
Allowing choice in essay texts increases engagement and critical independence. Offer a curated list that aligns with learning outcomes while leaving space for students to justify alternatives, with supervisor approval to ensure academic standards.
Do learning resources help develop real-life skills?
Seminars and workshops build argumentation and communication; archives and databases build research and synthesis. Make explicit the link between resource use, graduate attributes and assessment criteria so students recognise the skills they are developing.
Does the curriculum reflect diverse literature?
A balanced canon that includes both historical and contemporary, global and marginalised voices expands cultural understanding and analytical range. Regularly refresh reading lists and encourage staff to introduce texts that diversify perspective without diluting rigour.
How Student Voice Analytics helps you
- Track student comment volume and tone on learning resources over time, from institution to programme and cohort.
- Compare like‑for‑like with other disciplines and demographic groups to evidence progress for English studies.
- Surface the accessibility gap and friction points, with export‑ready summaries for programme and library teams.
- Run pre‑term resource readiness checks and close the loop to students with concise updates.
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See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
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