learning resources + (CAH19-01-01) English studies (non-specific)
Do English Studies students get the learning resources they need?
An analysis of key issues and support strategies for English Studies students in UK universities.
What UK Students Say About Learning Resources: NSS Feedback Analysis (14,058 Comments, 2018–2025)
Students are broadly positive about the resources that support their study. Tone is consistently positive (sentiment index +33.6), with roughly two-thirds of statements praising access, quality or usefulness. There are clear gaps, however: disabled students score notably lower than their peers, some subject areas are less satisfied, and full-time and younger students are slightly less positive than their counterparts.
Key findings
- 14,058 comments analysed across UK programmes (2018–2025); overall sentiment is positive (index +33.6)
- The balance of feedback is positive, indicating that core provision (physical and digital access, equipment, and materials) is generally working for most stu...
- There is a measurable accessibility gap: disabled students’ tone (+28.1) trails non-disabled peers (+35.5) by −7.4 points.
What are students saying in this category?
- The balance of feedback is positive, indicating that core provision (physical and digital access, equipment, and materials) is generally working for most students.
- There is a measurable accessibility gap: disabled students’ tone (+28.1) trails non-disabled peers (+35.5) by −7.4 points.
- Part-time (+35.4) and mature (+35.1) students are slightly more positive than full-time (+32.7) and younger students (+32.9), suggesting different usage patterns or support models that could be shared.
- By subject, sentiment ranges widely: Psychology is very positive (+43.5) and several humanities areas are strong (e.g., Combined & General +39.6), while Computing (+27.4) and Medicine & Dentistry (+19.5) are more critical.
Segment view (2018–2025 aggregate)
Demographic snapshot
| Dimension | Group | Share % | n | Sentiment idx |
|---|---|---|---|---|
| Age | Young | 51.4 | 7,223 | 32.9 |
| Age | Mature | 47.4 | 6,663 | 35.1 |
| Mode | Full-time | 49.9 | 7,015 | 32.7 |
| Mode | Part-time | 48.6 | 6,829 | 35.4 |
| Disability | Not disabled | 78.6 | 11,054 | 35.5 |
| Disability | Disabled | 20.2 | 2,834 | 28.1 |
| Sex | Female | 55.3 | 7,769 | 33.5 |
| Sex | Male | 43.3 | 6,091 | 34.7 |
Top subject groups (CAH1) by volume
| Subject group (CAH1) | Share % | n | Sentiment idx |
|---|---|---|---|
| Social sciences (CAH15) | 9.1 | 1,278 | 34.8 |
| Psychology (CAH04) | 8.6 | 1,210 | 43.5 |
| Combined and general studies (CAH23) | 8.4 | 1,181 | 39.6 |
| Business and management (CAH17) | 8.4 | 1,174 | 31.5 |
| Computing (CAH11) | 7.4 | 1,036 | 27.4 |
| Engineering and technology (CAH10) | 5.7 | 797 | 29.1 |
| Subjects allied to medicine (CAH02) | 5.2 | 730 | 33.1 |
| Mathematical sciences (CAH09) | 4.8 | 675 | 35.6 |
Additional ethnicity highlights (by sentiment index): Not UK domiciled +38.6; Other +34.8; White +34.3; Mixed +32.8; Black +32.5; Asian +30.7.
What this means in practice
-
Close the accessibility gap
- Audit core resources (systems, reading lists, equipment booking, study spaces) against accessibility standards.
- Provide alternative formats by default and make assistive routes explicit at the point of need.
- Track fixes with a simple “accessibility backlog” and publish resolution times.
-
Transfer what works for mature and part-time students to the wider cohort
- Extend service hours or flexible access windows where usage skews outside daytime.
- Offer clear, single-location signposting for key digital platforms and resource links.
- Promote quick-start guides at the start of each term/module.
-
Target low-tone subject areas with “resource readiness” checks
- Before term start, verify availability, capacity and compatibility of high-demand resources (labs, specialist software, equipment).
- Name an owner per subject area; capture issues weekly and close the loop to students with short update summaries.
-
Reduce friction for international and minority groups
- Simplify off-campus access steps; use plain-language instructions and screenshots.
- Provide timely helpdesk options (live chat/email) during peak assignment periods.
How Student Voice Analytics helps you
- See topic volume and sentiment over time, and drill down from institution to school/department, cohort or site.
- Compare like-for-like across CAH subject groups and demographics (domicile, mode, year of study), and export concise summaries for programme and service teams.
Data at a glance (2018–2025)
- Volume: 14,058 comments; 100.0% with sentiment.
- Mood: 67.7% Positive, 29.3% Negative, 3.0% Neutral (index +33.6; ≈2.3:1 positive:negative).
- Notable gaps: Disabled vs not disabled (−7.4 index points), full-time vs part-time (−2.7), young vs mature (−2.2).
- Subject spread: Strong in Psychology (+43.5) and Combined & General (+39.6); weaker in Computing (+27.4) and Medicine & Dentistry (+19.5).
How to use this data
This page presents sector-level student feedback analysis for the Learning Resources category (Learning resources), with demographic and subject-area benchmarks you can reference directly in institutional documents.
Use this for
- Annual Programme Review (APR) — reference the segment benchmarks to contextualise your programme's feedback patterns against the sector.
- TEF and quality enhancement — cite the demographic breakdowns and subject-area sentiment as evidence of awareness of differential student experience.
- Equality, diversity and inclusion (EDI) — use the ethnicity, disability and age segment data to evidence where feedback experience differs by student group.
- Staff-Student Liaison Committees (SSLCs) — share the key findings and subject-area table as discussion starters with student representatives.
- Action planning — use the "What this means in practice" recommendations as a starting point for targeted interventions.
Common subject areas linked to this theme (on our blog)
- politics
- education
- adult nursing
- civil engineering
- English studies (non-specific)
- health sciences (non-specific)
- marketing
- sport and exercise sciences
Most-read posts in this category
- What learning resources do business management students say they need most?
- What do art students need from learning resources?
- What do sport and exercise sciences students need from learning resources?
- Do marketing students have the learning resources they need?
- Are learning resources meeting the needs of health sciences students?
- Do English Studies students get the learning resources they need?
- Are civil engineering students getting the learning resources they need?
- Do education students think learning resources meet their needs?
- Do teacher training students have the learning resources they need?
- Are accounting students satisfied with learning resources?
Recommended next steps
- Quantify: how often does this theme appear (and where)?
- Segment: by discipline (CAH/HECoS), level, mode, and cohort where appropriate.
- Benchmark: compare like-for-like to avoid cohort-mix artefacts.
- Act: define 1–3 changes, then track whether the theme shifts next cycle.
Cite this page
Student Voice AI (2025). "Learning Resources: NSS student feedback analysis (2018–2025)." Student Voice AI. https://www.studentvoice.ai/category/learning-resources/
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