Is it time to move away from end of unit surveys?

Authors

  • Steve Briggs University of Bedfordshire
  • Julie Brunton
  • Ruki Heritage
  • Amy McLaughlan

Keywords:

Student Feedback, Unit Surveys, Unit Evaluation, Module Survey, Module Evaluation

Abstract

End of unit/module surveys have been a longstanding means of collecting teaching, learning and assessment feedback from higher education students. Results in turn intending to inform priorities for course enhancement planning and monitoring the future impact of student experience interventions. In recent years, a growing number of institutions have started to rethink their use of end of unit surveys. This case study of one university in the South East of England reports the rationale for and approach towards moving away from end of unit surveys. Firstly, methodological issues synonymous with end of unit survey are considered. Secondly, the University of XXXX’s (2024) Student Voice Principles and Framework is presented as an example of a multi-modal, inclusive and collaborative approach to working in partnership with students to enhance their learning and experiences without the need for end of unit surveys. Finally, initial evaluation findings related to these approaches are discussed including staff and student feedback related to the removal of the end of unit survey.  

Downloads

Download data is not yet available.

References

Advance HE (2025) Race Equality Charter. https://www.advance-he.ac.uk/equality-charters/race-equality-charter

Advance HE (n.d. a). UK Engagement Survey (UKES). https://www.advance-he.ac.uk/reports-publications-and-resources/student-surveys/uk-engagement-survey-ukes .

Advance HE (n.d. b). Race Equality Charter: Student Survey. https://www.advance-he.ac.uk/sites/default/files/2020-04/11%20Race%20Equality%20Charter%20Student%20Survey%20v1%20Mar%2020.docx

Arthur, L. (2020) Evaluating student-satisfaction – restricting lecturer professionalism: outcomes of using the UK student survey questionnaire for internal student evaluation of teaching. Assessment and Evaluation in Higher Education, 45 (3), 331-344.

Daskalopoulou, A. (2024). Understanding the impact of biased student evaluations: an intersectional analysis of academics’ experiences in the UK higher education context. Studies in Higher Education, 1-12.

Kernohan, D. (2025) An early look at 2023-24 financial returns shows providers working hard to balance the books. https://wonkhe.com/blogs/an-early-look-at-2023-24-university-finances/

National Student Survey (n.d.). Homepage. https://www.thestudentsurvey.com/

Office for Students (2023) How we regulate student outcomes. https://www.officeforstudents.org.uk/for-providers/quality-and-standards/how-we-regulate-student-outcomes/

Office for Students (2020) About the Teaching Excellence Framework (TEF) https://www.officeforstudents.org.uk/for-providers/quality-and-standards/about-the-tef/

Oxford Reference (2025) Horns and halo effect.

https://www.oxfordreference.com/display/10.1093/oi/authority.20110810105106599

Porter, S.R., Whitcomb, M.E. & Weitzer, W.H (2004) Multiple surveys of students and survey fatigue. New directions for institutional research, 121, 63-73.

QAA (2024). UK Quality Code for Higher Education. https://www.qaa.ac.uk/docs/qaa/quality-code/uk-quality-code-for-higher-education-2024.pdf

Rowsell, J. (2024). Updated UK Quality Code puts focus on student voice. https://www.timeshighereducation.com/news/updated-uk-quality-code-puts-focus-student-voice

Simons, J. and Lister, J. (2024) We still don’t know what happens when a large university runs out of money. https://wonkhe.com/blogs/we-still-dont-know-what-happens-when-a-large-university-runs-out-of-money/

Student Minds (2024) About the University Mental Health Charter Framework. https://hub.studentminds.org.uk/resources/charter-framework/

University of Bedfordshire (2024). Student Voice Principles and Framework. https://www.beds.ac.uk/student-experience/student-voice

Wareing, S. (2024) Policymakers need to realise that financial turbulence in higher education will hurt the whole nation. https://wonkhe.com/blogs/policymakers-need-to-realise-that-financial-turbulence-in-higher-education-will-hurt-the-whole-nation/

Williams, T. (2024). Tide turns on ‘inherently biased’ student evaluations of teaching. Times Higher Education. https://www.timeshighereducation.com/news/tide-turns-inherently-biased-student-evaluations-teaching

Zepke, N. & Leach, L. (2010) Improving student engagement: Ten proposals for action. Active learning in higher education, 11(3), 167-177.

Downloads

Published

2025-09-23

How to Cite

Briggs, S., Brunton, J. ., Heritage, R., & McLaughlan, A. (2025). Is it time to move away from end of unit surveys?. Student Engagement in Higher Education Journal, 7(1), 88–100. Retrieved from https://sehej.raise-network.com/raise/article/view/1380

Issue

Vol. 7 No. 1 (2025): Engaging with the Student Voice Special Edition: Refreshing Practice and Theory – A reboot for 2025 and beyond

Section

Case studies/Practice Pieces

License

Authors who publish with this journal agree to the following terms:

a.  Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

b.  Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c.  Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).