What improves the delivery of economics teaching in UK higher education?
Make delivery structure visible, align teaching to assessment expectations, and ensure parity by mode; these actions lift engagement in economics. In the National Student Survey (NSS), the delivery of teaching lens tracks how sessions are structured, paced and supported across the sector and records a sentiment index of +23.9, while economics shows a near‑neutral tone on delivery (−0.1) despite strong regard for staff. The most powerful lever is assessment clarity: student sentiment on marking criteria sits at −48.1. Addressing the delivery gap by mode also matters, with full‑time students at +27.3 versus part‑time at +7.2.
Listening to the student voice reveals the complexities of delivering effective economics education. Using student surveys and text analysis, teams can pinpoint what works and what needs attention, then adapt modules so they remain relevant and useful. Regular pulse checks help staff understand the diverse needs and expectations of economics cohorts and tailor approaches accordingly.
How does lecturer passion shape engagement?
Students report that lecturer enthusiasm significantly enhances learning. When staff display deep subject expertise and energy, complex theories become more accessible and enjoyable, and students engage more actively with application. Combining passionate delivery with active methods and explicit links to assessment encourages a more connected learning environment and turns routine classes into discussion‑led sessions.
What works and what fails in online delivery?
Online materials provide flexibility and support independence, yet economics students often miss real‑time challenge and dialogue in remote formats. A hybrid model that pairs high‑quality recordings with live problem‑solving and Q&A restores interaction while retaining access. Adding regular live touchpoints and signposting within recordings helps students test understanding and progress through the week.
How can the curriculum make theory usable?
Students want more applied work that mirrors professional practice. Integrating case studies, real‑time market analysis and collaborative projects connects theory to decisions graduates will make in policy and industry. Involving industry experts in curriculum and assessment design, and using workshops that simulate economic consulting, strengthens employability and deepens understanding.
Which resources support effective self-study?
Students value access to lecture recordings, comprehensive textbooks and data analysis software, but many experience an overreliance on self‑direction. Pair autonomy with structure: provide concise session summaries, worked examples and “what to do next” guidance. Regular tutorials and drop‑ins allow students to interrogate difficult material. Standardising materials and release times supports parity for part‑time and commuting students.
Why does teaching quality vary, and how do we reduce variance?
Variation across modules and staff drives uneven outcomes and satisfaction. Programme teams can use a light‑touch delivery rubric (structure, clarity, pacing, interaction) and brief peer observations to spread effective habits. Standardising slide structures and terminology reduces cognitive load, while termly review of student feedback prioritises modules where improvements will move the needle most.
When do tutorials and seminars add value?
These sessions work when they move beyond recap to application. Plan around discussion, short problem‑based tasks and explicit “how this will be assessed” links. Bringing text and data analysis into the room strengthens students’ analytical skills and mirrors expectations in coursework and exams.
How should feedback and communication change?
Students consistently ask for constructive, timely feedback and predictable communication. Publish annotated exemplars and checklist‑style rubrics so expectations are transparent, and set a realistic service level for feedback turnaround. Name an owner for timetabling and course communications, publish changes and rationales in one place, and issue a weekly digest. Digital platforms streamline updates and queries; structured peer review and analytics‑supported commentary make feedback specific and usable.
What should providers prioritise next?
Prioritise visible structure in delivery, alignment between sessions and assessment, and parity by mode. Strengthen tutorials as sites of application, invest in staff development to stabilise delivery quality, and use short pulse checks to track shifts in tone across cohorts. Economics students value breadth and coherence; clarifying assessment and stabilising communications will raise the overall experience.
How Student Voice Analytics helps you
- Measure topic and sentiment over time for Delivery of teaching in Economics, with drill‑downs from provider to school, programme and cohort.
- Like‑for‑like comparisons across CAH subject families and by demographics (age, mode, domicile, ethnicity), plus segmentation by site/campus and year.
- Concise, anonymised summaries and export‑ready outputs for programme teams and academic boards so actions are prioritised and progress is transparent.
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See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
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