STUDENT SURVEYS
start to revolve around comparisons and score movements, pushing discussions about teaching and learning to the side. People focus on explaining the numbers and finding quick fixes instead of digging into the reasons behind them. The more subtle parts of education – how students grapple with challenges or slowly build confidence for instance – are difficult to capture in metrics, so they get less attention. When metrics are used in this way, they begin to influence behaviour across the institution. One consequence is how programmes and courses are designed, leading institutions to avoid approaches that may provoke mixed reactions, even if they have high potential. Demanding assessments and innovative teaching may create initial discomfort before students recognise their value. As a result, metrics designed to monitor learning can begin to shape it. How deep learning may skew results Satisfaction itself is not a reliable proxy for learning. Students often report high levels of satisfaction in environments that are comfortable and predictable, whereas deeper learning often involves challenge and temporary discomfort. At the same time, teaching that
Another issue concerns the time horizon of evaluations. Student surveys typically capture immediate reactions to a unit, yet the value of education often becomes visible only over time. Skills such as critical thinking and judgement develop gradually and may not be fully appreciated at the point of evaluation. When metrics carry consequences, they also create incentives to respond strategically. Departments may prioritise actions that improve scores, even when these do not improve learning, including simplifying assessments or aligning teaching with perceived student preferences. Alternative approaches In the context of such limitations, those universities that are serious about student voice need to look beyond surveys. Treating student surveys as dashboard metrics is not enough. Universities should place greater emphasis on focus groups and open discussions. One alternative approach is to use a Student Staff Liaison Committee (SSLC); this brings students and staff together to review units, redesign assessments, explore new approaches and address issues. It shifts the focus from measuring satisfaction to understanding learning experiences. A key strength of this approach is that students are treated as partners, not just respondents to surveys. Dialogue takes time and effort, but it provides a richer understanding of how learning is experienced. Despite these limitations, numbers and survey results still have value. They can highlight patterns that might otherwise go unnoticed. A programme where most units show a steady decline in satisfaction suggests that something in its design or delivery needs closer examination. Engagement data can also help identify students who may need additional support. Metrics can act as early indicators that prompt further investigation. However, they cannot fully capture what happens within a programme in practice – data only gains meaning when interpreted in the context of student experience. Universities rely heavily on student satisfaction surveys and engagement data to monitor teaching quality, often treating these metrics as clear indicators of performance. While these measures provide useful signals and enable comparisons, they also flatten experiences into simplified numbers that obscure important aspects such as intellectual growth. If universities want a genuine student voice, they need to move from counting responses to understanding experiences; something that may be harder but will surely prove to be more meaningful.
pushes students to think critically or confront difficult ideas may be rated less favourably in the short-term, despite producing stronger long‑term outcomes.
Soheil Davari is director of accreditations and an associate professor at the University of Bath School of Management. He has more than 20 years’ experience in industry and higher education as a consultant and educator, with a background in leading teams and managing projects across sectors including healthcare, logistics and manufacturing
Business Impact • ISSUE 3 • 2026
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