What learning resources do business management students say they need most?
Students want an accessible blend of reliable digital platforms, core texts and case-led materials, aligned to transparent assessment guidance. In the National Student Survey (NSS), Learning resources captures how students experience libraries, platforms and equipment across UK providers, with 67.7% positive tone overall; however an accessibility gap of −7.4 index points persists. Within business and management (non-specific), which groups generalist management degrees across the sector, students discuss learning resources more often than the sector average (6.0% vs 3.8%) and report a moderate tone of +13.1. These signals prioritise inclusive access, up-to-date materials and assessment clarity as the components that make resources usable in practice.
How does the business and management curriculum shape resource needs? Business and management programmes span finance, marketing, leadership and strategy, so resource selection anchors course design. Classic academic texts and reputable journals provide theoretical underpinnings. At the same time, students value currency and relevance via digital platforms that surface current market data, simulations and contemporary case material. A blended curation supports both deep critical reading and the agility to apply concepts to changing contexts.
What is the right balance between digital and traditional learning resources? Digital materials deliver immediacy, interactivity and real-time data; traditional textbooks and monographs sustain depth and reflective analysis. Programmes that analyse student input and usage patterns calibrate this mix by module, ensuring that platforms, reading lists and software are available when needed and that alternative formats are offered by default. Practices that work well for mature and part-time students can improve the experience for the wider cohort, including flexible access windows and concise quick-start guides.
Where do case studies add most value? Case studies translate theory into robust decision-making and strengthen students’ ability to interrogate assumptions. When educators select cases that mirror current industry challenges and map them explicitly to theoretical frameworks, they complement lectures and readings and build applied judgement. Over-reliance on cases can narrow perspective, so programmes balance them with targeted theoretical study and analytical writing.
How should programmes integrate industry insights and expert lectures? Guest speakers, panels and practitioner seminars help students test academic models against live market realities. Programmes get best value when they scaffold these sessions with pre-briefings, structured note-taking templates and short reflective tasks that tie back to reading lists. Students learn to weigh new information critically rather than absorb it unexamined.
How do internships and projects support applied learning? Work placements, consultancy projects and live briefs let students practise decision-making under constraints and build teamwork, communication and adaptability. Where placements are limited, staff can simulate industry contexts through client-style assessment briefs, staged deliverables and feedback checkpoints. Aligning project scope with module learning outcomes keeps applied work central to academic progress.
Which technology-enhanced learning tools make the biggest difference? Simulation software, analytics tools and collaborative workspaces allow safe experimentation and data-driven decision-making. Effective implementation matches tools to intended learning outcomes, ensures usability and inclusivity, and provides short how-to guides embedded in the virtual learning environment. Regular “resource readiness” checks before term start reduce friction by confirming access, compatibility and capacity.
Which assessment and feedback approaches reinforce effective resource use? Assessment shapes how students use resources. Programmes that publish calibrated rubrics, annotated exemplars and concise improvement notes give students a reliable map of what good looks like. Staff development that aligns marking criteria with assessment briefs, and predictable turnaround standards, helps students act on feedback and connect resource use to performance.
How Student Voice Analytics helps you Student Voice Analytics surfaces what drives student sentiment about learning resources in business and management. It tracks topic volume and tone over time, compares like-for-like with relevant peer groups, and highlights where accessibility or availability issues most affect cohorts. Programme teams can drill from school to module level, export concise summaries for action planning, and monitor whether targeted fixes shift NSS themes and discipline-level concerns in the right direction.
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More posts on business and management (non-specific) student views:
- How can student voice improve Business and Management programmes?
- Does remote learning work for business and management students?
- Can better scheduling and deadline spacing lift outcomes in business and management?
- Does the breadth of UK business and management courses match what students say they need?