The challenges of engaging students in student voice

By Eve Bracken-Ingram

Published Jul 25, 2023 · Updated Feb 25, 2026

Student voice only works when students take part. Yet participation can drop dramatically over time, leaving you with a partial and potentially biased picture of the student experience.

In the UK, frameworks like the Teaching Excellence Framework (TEF) and the National Student Survey (NSS) raise the stakes: higher education institutions need evidence that they listen and respond. At Student Voice, we believe students should be empowered as agents of change in their educational experience. A 2019 case study by Herdan, Reilly, and Warren (Source) explores the challenges of asking students to provide feedback on their learning experience, and sustaining participation over time.

In the case study, first-year finance and accounting students at a UK university were asked to evaluate their experience of using online learning platforms within their modules. The project drew on Dunne and Zandstra’s (2011) theoretical framework for engaging students as change agents. The model categorises student voice into four forms (see also how to distinguish student voice practices in higher education):

  • Students as evaluators: Students provide feedback, often via surveys, to help the institution improve.
  • Students as participants: Students take part in decision-making processes, often via committees, to shape change.
  • Students as partners: Students actively collaborate with the institution to bring about change.
  • Students as agents for change: Students actively promote and bring about change.

The student voice form “students as evaluators” is particularly relevant here: students were asked to provide feedback so that the university could improve the learning experience. The study collected student feedback via multiple surveys at different points during the academic year, supported by forums. Forums captured student opinion throughout the year and helped researchers link shifts in student views to specific events (for example, a challenging assignment).

Students were encouraged throughout the academic year to take part in the project. The importance of being an agent of change within their education was emphasised, and examples were shared to highlight the impact that student voice had on the programme in previous years. The first survey had an 85% response rate. By the final survey, engagement had fallen to 11%.

Analysis of student comments suggested three reasons for this decline. First, the final survey took place during deadline season. Second, students were asked to complete five surveys at the same time, leading to survey fatigue (see how the increased focus on student voice can harm participation). This resulted in both low participation and poorer-quality evaluations. Third, some students said that when they had no issues with the programme, they felt they had nothing valuable to add, so they did not participate.

Low engagement creates additional challenges when you interpret and respond to feedback. If you do not hear from the whole cohort, the conclusions you draw are more likely to be biased, and it is harder to predict how changes will affect the wider student population. Addressing these challenges is essential for building a student voice that reflects the whole student population, and for acting with confidence on what students tell you.

Practical takeaways from the case study:

  • Time surveys away from assessment deadlines.
  • Avoid stacking multiple surveys together; fewer, shorter asks reduce fatigue.
  • Use forums or other channels to capture context between survey points.
  • Tell students that “no issues” feedback still matters, and show how it will be used.

FAQ

Q: How can universities effectively analyse and act on the qualitative data obtained from student feedback?

A: Universities can use text analysis techniques, including natural language processing (NLP), to identify key themes, sentiment analysis, and patterns in qualitative feedback. Grouping comments by theme can help teams prioritise where to focus, and combining these insights with other data can surface emerging concerns earlier. The most important step is turning analysis into action, and closing the loop by showing students what changed as a result.

Q: What strategies can be employed to sustain or increase student engagement in providing feedback throughout their academic journey?

A: To sustain engagement, make it easy to share feedback and reduce fatigue. Consider lighter-touch options (for example, short pulse questions), real-time channels where appropriate, and varied formats to suit different preferences. Clear “you said, we did” communication also helps students see that their feedback matters, which makes them more likely to take part again.

Q: How do institutions ensure that the actions taken in response to student feedback are effectively communicated back to the student body?

A: Institutions can use transparent, consistent updates, such as newsletters, website updates, or posts on student-facing channels, to highlight changes made in response to feedback. Be specific about what changed, why, and when students can expect to see an impact. Feedback forums or Q&A sessions can also encourage two-way dialogue and continued participation.

References

[Source] Herdan, A., Reilly, D., Warren, L. (2019) Getting the blend right: listening to the wide student voice to enhance the online learning experience. Journal of Educational Innovation, Partnership and Change, 5(1), 1-8.
DOI: 10.21100/jeipc.v5i1.884

[1] Dunne, E. and Zandstra, R. (2011). Students as change agents: New ways of engaging with learning and teaching in Higher Education. ESCalate.
Available from: http://escalate.ac.uk/8242

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