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Today sees the release of a HEFCE report on the findings and trends of the annual National Student Survey (NSS), from 2006 to 2009 (Note 1).

Over the four years analysed, results for both full-time and part-time students show an increase in levels of satisfaction for each of the seven areas covered by the survey (Note 2).

The report also gives the following overall findings for 2009:

  • respondents studying at further education colleges or on part-time courses showed significantly different levels of satisfaction to other students. Chiefly, they were more satisfied with assessment and feedback, and less satisfied with learning resources
  • men were more satisfied than women in the areas of academic support and learning resources; but women were more satisfied than men about the teaching and learning they received
  • respondents aged under 21 were more satisfied than their older counterparts in many areas of the survey – academic support, organisation and management, learning resources and overall satisfaction with the course quality
  • on the whole, disabled respondents were less satisfied than non-disabled respondents
  • NHS-funded students were less satisfied than others with organisation and management, but more satisfied with their personal development.

Heather Fry, HEFCE's Director of Education and Participation, said:

'Despite the higher demands and expectations placed on institutions by students paying variable fees, these results show that over this period graduating students were generally satisfied with their experiences in higher education.'

Notes

  1. See 'National Student Survey: Findings and trends 2006 to 2009' (HEFCE 2010/18)
  2. The seven sections of the National Student Survey are: Teaching and learning, Assessment and feedback, Academic support, Organisation and management, Learning resources, Personal development, and Overall satisfaction.
  3. The National Student Survey results are published each year on the Unistats web-site
  4. Research on previous years of the NSS is on the HEFCE web-site.