20 things we have learned in 20 years of the Student Academic Experience Survey

“This blog was kindly authored by Ioannis Soilemetzidis , Head of Student Experience and Academic Outcomes for GSBL and SBEN, London Metropolitan University Arguably, over the last 20 years, the Student Academic Experience Survey has been instrumental in establishing the theme of “Student Experience”. Aiding universities’ leadership to refocus on student experience , as well as helping to shape the higher education debate, policy and the national regulatory framework , conceivably illuminating the road for other such initiatives . The survey also created a unique set of data, comprising numerous facts that reveal the actual ‘lived experiences’ of students. The data is available to all and waiting for researchers seeking evidence-based answers. This year’s twentieth anniversary is a great opportunity for a very quick bullet point overview of the seventeen reports published so far (no reports published in 2008, 2010 and 2011). For more details on the overall trends, see HEPI Report 200 ‘ What Matters Most? 20 years of the student experience ‘ with TechnologyOne, written by Dr Gosia Turner and Rose Stephenson. A recording of our webinar discussing the findings is available here . Starting in 2006 (with a Higher Education Academy grant – now Advance HE ), and initially focused on the academic experience of first and second-year students in England. The survey established benchmarks (e.g. number of hours of scheduled contact time), which could be used to monitor over time if the provision increased or diminished, particularly following the introduction of higher fee levels. The 2007 iteration aimed to validate the outcomes and general account of the higher education sector in England, revealed by the initial study. The 2009 survey recorded a small yet statistically significant increase in the amount of private study that students undertake. Following a two-year break, the 2012 survey focused on aspects of the student experience related to the amount of contact students have with staff, the size of teaching groups, and the overall number of hours they devote to their studies. The original survey was conducted when students still paid an upfront fee of £1000, and that fee was about to triple. Hence, a key question was whether students paying more, would receive more for their money (e.g. smaller teaching groups, more contact hours). In 2013 the survey included the experiences of third and fourth-year students, as well as students from institutions outside of England, becoming a truly UK-wide survey. The report highlighted the significant variation of the student experience, both in terms of the quantity and the type of contact received. In the 2014 report the overall findings showed high levels of student satisfaction experienced across the UK. When asked about institutional expenditure priorities, a noteworthy number of students chose better training for lecturers. The 2015 survey highlighted again the importance which students place on staff training and the fact that they want institutions to invest in improving the quality of teaching and learning. A high number of students felt that they had not worked hard enough, and were not well supported in their independent study, indicating also that self-directed research and learning could be a critical success or failure factor in terms of employability, lifelong learning and career progression. The 2016 report revealed that students’ perception of value for money continued to fall as students connected contact hours and general levels of workload with value, with key differences in perceptions of value for money by institution type. One key influencing factor was the optimum management of student expectations . The 2017 survey reported further falling perceptions of value for money and included a small sample of students at alternative providers. A new question on learning gain however, highlighted that most students believed they were learning ‘a lot’ and that perceptions of teaching quality was rising. The 2018 report suggested that higher education institutions continued to struggle to provide evidence as to how student fees are spent, prompting a response from the OfS . The 2019 survey confirmed that teaching remained the key factor influencing students’ perception of value. The 2020 report coincided with circumstances (Covid-19) unlike anything previously known for the sector and the society as a whole. Consequently, as perhaps expected, wellbeing remained a concern, as the “gap” between students and the wider younger population continuing to widen. Effected by Covid-19, the 2021 survey reported the lowest level ever on a number of key measures. The proportion of students who felt they received good/very good value was very low (just over one-in-four). The 2022 report was influenced by the return to in-class teaching, with student feedback increasingly focusing on scrutinising the in-person quality of teaching, programme and course administration, assessment and feedback. Students studying in London were the most satisfied with their student experience out of all English regions . The 2023 survey showcased a number of interesting developments, such as: the rise in perceptions of receiving good or very good value-for-money education; a higher share of students whose experience exceeded expectations; and a clear increase in the number of students in paid employment. The 2024 report indicated a positive story for many aspects of the full-time undergraduate student experience (e.g. the overall student experience was matching or exceeding expectations and students’ tendency to consider leaving their course had also declined). With some of the most positive results related to teaching and assessment. But it wasn’t all good news, in 2024 the cost of living was highlighted as the single most significant concern , negatively influencing the perception of value for money when attending university. Finally, the 2025 report indicated an essential shift in how students navigate their university journey. Student experience has moved away from the prior model of students living close to campus, spending significant time on campus, while undertaking paid employment during the holidays. Cost-of-living challenges and overall higher costs created a new reality, where paid work during studies is now the norm and must be managed around studies and other responsibilities. The time spent at work and a much longer commute limits the time students spend on campus. In the current fast-moving, transformational and volatile operational environment for higher education, one cannot help but wonder what will be revealed in the upcoming 2026 report. Get our updates via email Enter your email address to subscribe to this blog and receive notifications of new posts by email. Email Address Subscribe The post 20 things we have learned in 20 years of the Student Academic Experience Survey appeared first on HEPI .

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