Student Voice Analytics for Law — UK student feedback 2018–2025
Scope. UK NSS open-text comments for Law (CAH16-01-01) students across academic years 2018–2025.
Volume. ~15,583 comments; 97% successfully categorised to a single primary topic.
Overall mood. Roughly 51.1% Positive, 44.9% Negative, 4.0% Neutral (positive:negative ≈ 1.14:1).
What students are saying
Law students focus first on how assessment is designed and experienced. Feedback is the single largest topic (≈8.9% share) and leans negative (index ≈ −19.2), with closely related concerns around Marking criteria (4.5%, index ≈ −46.7) and Assessment methods (3.2%, index ≈ −22.6). The pattern is consistent: students ask for clearer criteria, exemplars, and rubric-based guidance, alongside consistent marking and predictable turnaround times.
Alongside this, comments about people and teaching are prominent and largely positive. Teaching Staff (7.1%, index ≈ +35.0) are a clear strength, and Delivery of teaching (7.0%, index ≈ +12.9) trends positively and above sector tone. Student support (7.0%, index ≈ +5.4) and Personal Tutor (3.9%, index ≈ +10.4) are net positive but sit below the sector on tone, suggesting scope to make support more visible, timely and consistent.
Course content and resources are generally well‑received. Type and breadth of course content (5.0%, index ≈ +24.5), Learning resources (4.3%, +19.8) and the Library (2.5%, +27.7) attract affirming comments. By contrast, operational delivery topics are mixed but less negative than the sector baseline: Scheduling/timetabling (3.0%, −12.5), Organisation and management (3.2%, −9.4), Remote learning (4.0%, −4.6), and Communication about course and teaching (1.7%, −30.0) still create friction when changes are late or information is fragmented. Placements/fieldwork are almost absent in Law (≈0.2% vs sector ≈3.4%), reflecting the discipline’s structure.
External factors also register: COVID‑19 (3.4%, −33.6) and Strike Action (2.7%, −60.9) pull sentiment down where disruption to delivery and assessment is felt most keenly.
Top categories by share (law vs sector):
| Category | Section | Share % | Sector % | Δ pp | Sentiment idx | Δ vs sector |
|---|---|---|---|---|---|---|
| Feedback | Assessment and feedback | 8.9 | 7.3 | +1.6 | -19.2 | -4.1 |
| Teaching Staff | The teaching on my course | 7.1 | 6.7 | +0.4 | +35.0 | -0.5 |
| Delivery of teaching | The teaching on my course | 7.0 | 5.4 | +1.6 | +12.9 | +4.1 |
| Student support | Academic support | 7.0 | 6.2 | +0.8 | +5.4 | -7.8 |
| Type and breadth of course content | Learning opportunities | 5.0 | 6.9 | -1.9 | +24.5 | +1.9 |
| Marking criteria | Assessment and feedback | 4.5 | 3.5 | +0.9 | -46.7 | -1.0 |
| Learning resources | Learning resources | 4.3 | 3.8 | +0.5 | +19.8 | -1.6 |
| Remote learning | The teaching on my course | 4.0 | 3.5 | +0.6 | -4.6 | +4.4 |
| Personal Tutor | Academic support | 3.9 | 3.2 | +0.8 | +10.4 | -8.2 |
| COVID-19 | Others | 3.4 | 3.3 | +0.0 | -33.6 | -0.7 |
Most negative categories (share ≥ 2%)
| Category | Section | Share % | Sector % | Δ pp | Sentiment idx | Δ vs sector |
|---|---|---|---|---|---|---|
| Strike Action | Others | 2.7 | 1.7 | +1.0 | -60.9 | +2.1 |
| Marking criteria | Assessment and feedback | 4.5 | 3.5 | +0.9 | -46.7 | -1.0 |
| COVID-19 | Others | 3.4 | 3.3 | +0.0 | -33.6 | -0.7 |
| Assessment methods | Assessment and feedback | 3.2 | 3.0 | +0.2 | -22.6 | +1.1 |
| Feedback | Assessment and feedback | 8.9 | 7.3 | +1.6 | -19.2 | -4.1 |
| Scheduling/ timetabling | Organisation and management | 3.0 | 2.9 | +0.2 | -12.5 | +4.1 |
| Organisation, management of course | Organisation and management | 3.2 | 3.3 | -0.2 | -9.4 | +4.6 |
Most positive categories (share ≥ 2%)
| Category | Section | Share % | Sector % | Δ pp | Sentiment idx | Δ vs sector |
|---|---|---|---|---|---|---|
| Teaching Staff | The teaching on my course | 7.1 | 6.7 | +0.4 | +35.0 | -0.5 |
| Availability of teaching staff | Academic support | 2.4 | 2.1 | +0.3 | +34.5 | -4.8 |
| Library | Learning resources | 2.5 | 1.8 | +0.7 | +27.7 | +1.0 |
| Student life | Learning community | 3.1 | 3.2 | -0.1 | +25.4 | -6.7 |
| Type and breadth of course content | Learning opportunities | 5.0 | 6.9 | -1.9 | +24.5 | +1.9 |
| Learning resources | Learning resources | 4.3 | 3.8 | +0.5 | +19.8 | -1.6 |
| Module choice / variety | Learning opportunities | 3.1 | 4.2 | -1.1 | +18.4 | +1.0 |
What this means in practice
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Make assessment clarity the priority. Publish annotated exemplars and checklist-style rubrics; map marking criteria to learning outcomes; and calibrate markers to reduce variance. Commit to a realistic feedback SLA and track it. Small, reliable moves here will reduce anxiety and lift sentiment across Feedback, Marking criteria and Assessment methods.
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Strengthen the operational rhythm. Name owners for timetabling and course communications; use a single source of truth for changes; and adopt a “no surprises” change window. Even where tone is better than the sector, Scheduling, Organisation and Comms remain weak spots that sap confidence.
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Lean into teaching strengths and visible support. Keep foregrounding staff expertise and structure within teaching sessions. Close the gap to sector on Student support and Personal Tutor by clarifying routes for help, response expectations and proactive check-ins.
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Keep resources easy to use. Library and wider Learning resources are well‑reviewed—maintain access, digital provision and signposting so students can focus on learning rather than wayfinding.
Data at a glance (2018–2025)
- Largest topics by share: Feedback (≈8.9%), Teaching Staff (≈7.1%), Delivery of teaching (≈7.0%), Student support (≈7.0%), Type & breadth of course content (≈5.0%), Marking criteria (≈4.5%).
- Delivery & ops cluster (placements, scheduling, organisation, course comms, remote learning): ≈12.1% of all comments; sentiment is mixed but generally less negative than the sector baseline. Placements/fieldwork is minimal in Law (≈0.2% vs sector ≈3.4%).
- People & growth cluster (personal tutor, student support, teaching staff, availability of staff, delivery of teaching, personal development, student life): ≈32.4% of comments with broadly positive tone.
- How to read the numbers. Each comment is assigned one primary topic; share is that topic’s proportion of all comments. Sentiment is calculated per sentence and summarised as an index from −100 (more negative than positive) to +100 (more positive than negative), then averaged at category level.
How Student Voice Analytics helps you
Student Voice Analytics turns open-text survey comments into clear, prioritised actions. It tracks topics and sentiment by year so you can see where assessment clarity, delivery operations or support are moving for Law at whole-institution level and within specific schools and departments.
It provides concise, anonymised theme summaries and representative comments for programme teams and external stakeholders, and lets you prove change on a like-for-like basis with sector comparisons across CAH codes and by demographics (e.g., year of study, domicile, mode of study, campus/site, commuter status). You can segment by site/provider, cohort and year to target interventions where they will move sentiment most, then export/share results in web, deck or dashboard formats for rapid decision‑making.
