Sussex spring surveys: parallel fieldwork and live-comment access

Updated Sep 07, 2026

Sussex’s April 2026 notices described overlapping spring module evaluations and the Postgraduate Taught Experience Survey (PTES). The module survey ran from 13 April to 1 May; the university’s PTES page gives 15 April to 12 June. These are historical fieldwork dates for different surveys, not a single combined instrument. Module staff notice, Sussex PTES page.

What staff and students were told

The staff notice says module allocation was automatic, students could use email or Canvas links, and convenors could view response rates and comments during fieldwork. Results were to become available when surveys closed. It says the arrangements followed the previous semester; they should not all be described as newly introduced in April. Staff briefing, updated 14 April.

The student announcement describes anonymous module surveys and gives examples of changes attributed to earlier feedback, including assessment guidance and Canvas navigation. These are the university’s reported examples, not independently evaluated effects of the 2026 survey schedule. Student announcement, updated 13 April.

Plan what happens to a live comment

Our recommendation is to agree how staff distinguish a concern needing prompt attention from a theme requiring a fuller review. Early comments may reflect a different group of respondents from the final dataset. Record any action taken during fieldwork and consider whether it changes what later respondents experience.

Explain to students who may see comments and when. Keep any response proportionate to the information available, and avoid trying to identify an anonymous respondent. A general module survey should not imply that urgent individual concerns will receive an immediate response.

For a combined reporting exercise, preserve the origin of each dataset. PTES and module evaluations ask different questions of different populations. Compare the substance of concerns where appropriate, while avoiding claims that matching theme names establish equivalent frequencies.

Response rate is one consideration alongside coverage and potential non-response bias. A convenient link or a quicker report does not establish that the evidence is representative or that staff acted effectively.

The student comment governance checklist can help define access, interpretation and follow-up responsibilities.

Review note, 7 September 2026: verified explicit closing dates, distinguished existing arrangements from new changes, and removed unsupported claims that the timing or analysis service guarantees better evidence or faster action.