The Ultimate Guide to the National Student Survey (NSS): What It Means for Universities, Staff, & Students

What Is the NSS and Why Does It Matter?

The National Student Survey (NSS) is an annual survey conducted in the UK that gathers feedback from final-year undergraduate students about their experiences at university.

Managed by the Office for Students (OfS), the NSS covers a range of topics including teaching quality, learning resources, academic support, organisation, and student voice. It was introduced in 2005 and is now one of the largest surveys of its kind, with results influencing universities, policymakers, and prospective students.

In 2024, over 500 higher education providers took part in the NSS, with 7/10 students completing the survey anonymously in the same year. An incredible 5.5 million UK-based students have had their say in the past 20 years.

The NSS matters because it gives students in their final year a platform to reflect on their time at university and to express their honest opinions about what worked well and what could be improved on everything from teaching on their course, learning opportunities, and academic support, to assessment and feedback opportunities, and access to resources and equipment.

Their feedback is used by universities to identify strengths and areas for development, helping to enhance the student experience for future cohorts. Government and regulators also use NSS data to ensure accountability in higher education. The results can influence policy decisions, funding and regulatory actions aimed at improving educational standards.

Key Changes in the Latest NSS Cycle (January to April 2025)

The survey period in 2025 ran from 9 January to 30 April across England, Wales, Northern Ireland, and Scotland. Following the phase two review of the National Student Survey, regulators agreed the main survey period will be shortened (starting around mid-February to the end of April) from the 2026 27 academic year onwards to align with a later sign-off date for the student return.

Changes in 2023 introduced a shift from the traditional Likert response scale to a new four-point item-specific response scale. There was also the addition of new questions: one on mental wellbeing services, and another on freedom of expression (this last question was asked only in England).

The “final summative” question (overall satisfaction, etc.) is now asked only in Scotland, Wales, and Northern Ireland. In other recent developments, but in England only, there was a one year sexual misconduct survey pilot in 2025. It was administered online using the same platform as the NSS and delivered after students had completed the NSS.

The Student Voice section focuses on understanding how effectively students feel their opinions are heard and valued within their course and institution. This section aims to assess how well universities involve students in shaping their educational experience, ensuring that feedback leads to meaningful improvements. It examines whether existing structures, such as surveys, feedback mechanisms, and student representation, are functioning effectively.

As of the latest NSS format, you can expect the following key questions:

• To what extent do you get the right opportunities to give feedback on your course? This examines whether students feel they have been given sufficient chances to share their views, such as through surveys, course evaluations, or informal channels.
• To what extent are students' opinions about the course valued by staff? This looks at whether students feel empowered and heard.
• How clear is it that students' feedback on the course is acted on? This evaluates whether students believe their input leads to changes or improvements, emphasising responsibility and accountability from the institution.
• How well does the Students' Union (Association or Guild) represent students' academic interests? This explores how well the students’ union advocates for learners, particularly around academic matters and institutional decision-making.

Student Voice is a crucial part of the National Student Survey because it reflects how democratic and responsive an institution is to its learners. Strong scores in this area suggest a culture of listening and continuous improvement, while weaker responses may indicate a need for better communication, transparency, or action on feedback.

Ultimately, the Student Voice questions help ensure students are not just passive recipients of education but active participants in shaping their learning environment.

How NSS Results Affect University League Tables and the Teaching Excellence Framework

NSS results influence not only how universities are perceived by students but also how they are evaluated in official rankings and teaching assessments. Student satisfaction data augment assessment data, shape league tables, and contribute to the Teaching Excellence Framework’s evaluation of educational quality.

NSS results are published publicly and often used in university league tables and rankings, including the influential Complete University Guide, Guardian University Guide, and Good University Guide. This transparency helps prospective students make informed decisions about where and what to study. A strong NSS performance can be a powerful indicator of student satisfaction and quality of teaching.

The National Student Survey also plays a significant role in informing the Teaching Excellence Framework (TEF), a UK government initiative designed to assess and recognise the quality of teaching in higher education institutions.

These student perceptions are directly relevant to the TEF’s evaluation criteria, particularly under the “Student Experience” and “Student Outcomes” headings. The NSS provides quantitative and qualitative data that help assess how effectively institutions support and engage students in their learning.

High satisfaction scores in areas like teaching quality or learning resources can positively influence a provider’s TEF rating (Bronze, Silver, or Gold), indicating excellence in delivering positive student experiences and outcomes.

However, the TEF does not rely solely on NSS data. That information is one component among several, including continuation rates and graduate employment statistics. Since the TEF’s 2023 update, there has been an increased emphasis on a broader range of evidence and on narrative submissions from institutions, reducing the NSS’s direct weighting but still acknowledging its value.

Despite its reduced emphasis, NSS data still plays a critical contextual role in TEF judgments. Poor NSS results can signal areas requiring improvement, while strong results may reinforce an institution’s claims of high-quality teaching and support. Nonetheless, the government has acknowledged concerns about over-reliance on subjective data, prompting reforms to ensure NSS results are used proportionately and interpreted within a broader context.

For more information, check out this blog: Related reading: How to Use Surveys to Measure and Track Crucial Educational Gains

The UK Quality Code for Higher Education and How This Impacts the NSS

The UK Quality Code for Higher Education is a key framework developed by the Quality Assurance Agency (QAA) that sets out the expectations and standards for academic quality and standards in UK higher education.

Published in 2024, the Quality Code provides guidance for higher education providers to ensure that students receive a high-quality learning experience, regardless of where or how they study. It is structured around core practices, common practices, and guiding principles that help institutions design, deliver, and evaluate their academic offerings. It is used during quality assurance reviews to assess whether institutions are meeting national expectations.

One of the essential components of the Quality Code is the emphasis it places on Student Voice and the inclusion of student perspectives, feedback, and involvement in shaping their educational experience. The Quality Code emphasises the importance of actively engaging students as partners in developing, ensuring, and enhancing their education.

It also advocates for using data to inform and evaluate quality, and for supporting students in achieving their full potential. This means students should have clear and accessible channels to share their views, participate in decision-making processes, and influence improvements in teaching, assessment, and support services.

The impact of the Quality Code on Student Voice is significant. It ensures that institutions:

• Collect and analyse student feedback consistently
• Encourage a culture of transparency and continuous improvement
• Demonstrate how feedback is used to bring about meaningful change

Through mechanisms such as student representation on committees, course evaluations, and partnership projects, the Quality Code helps embed student engagement at all levels of governance and practice.

The National Student Survey is directly influenced by the principles in the Quality Code. The survey questions align with key aspects of the Quality Code, such as the quality of teaching, academic support, learning resources, and student voice. By adhering to the Quality Code, universities can ensure they meet the expectations that underpin positive NSS results.

For instance, a strong focus on student engagement and effective assessment strategies, both priorities in the code, can lead to higher student satisfaction scores. In turn, NSS outcomes are used by institutions to reflect on and enhance their provision, paving the way for continuous quality improvement in line with the code’s expectations.

The UK Quality Code provides the foundation for maintaining academic quality in higher education. It directly informs the areas assessed in the National Student Survey, helping ensure that student feedback is grounded in clear, nationally agreed standards of quality.

To learn more, check out this blog: How Student Voices Are Driving Forward The UK Quality Code for Higher Education

Best Practices to Prepare for the NSS

Preparing for the National Student Survey involves a proactive and strategic approach from both higher education institutions and students. Student feedback must be accurately captured and reflect genuine experiences, helping universities to improve the quality of their teaching and support services.

One of the best practices, and highlighted in the NSS Good Practice Guide 2025, is early engagement. Institutions should start raising awareness of the NSS well in advance of the survey period.

This includes explaining:

• The purpose of the NSS
• How the resulting data is used
• How it contributes to institutional improvements

Communication should be transparent, informative, and respectful of student autonomy.

Another key practice is fostering a culture of continuous feedback. Universities that regularly gather student input through module evaluations, focus groups, and course rep systems are better positioned to identify and address issues before they are reflected in the NSS. This ongoing dialogue shows students that their voices are valued and acted upon.

Support for academic staff is also crucial. Staff should be well-informed about the NSS so they can answer questions, encourage participation ethically, and understand how their work contributes to the student experience. Training sessions or guidance on interpreting NSS questions can help maintain consistency in understanding across departments.

Additionally, ensuring that students are aware of changes made in response to previous NSS results builds trust. Highlighting “You said, we did” initiatives demonstrates institutional accountability and motivates students to participate meaningfully.

The NSS is most effective when it reflects authentic student experiences. Creating an environment where feedback is regularly sought and visibly acted upon is the most effective preparation.

For futher reading on NSS-related best practices, click over to: 8 Strategies to Increase Student Engagement and Participation in Course Evaluations

Common Mistakes Universities Make With NSS

The National Student Survey is a crucial tool for gauging student satisfaction in UK higher education. However, universities often make several common mistakes that undermine their effectiveness and the value of the feedback they provide.

One major mistake is treating the NSS as a marketing exercise rather than a tool for genuine improvement. Institutions sometimes focus more on boosting scores than addressing the underlying issues. This can lead to superficial changes aimed at short-term satisfaction rather than long-term enhancements to student experience.

Another issue is encouraging survey participation in ways that feel coercive or inauthentic. Students may feel pressure to complete the NSS without fostering a meaningful understanding of its purpose. This can reduce the quality and honesty of responses, skewing the data.

Failure to act on feedback is also a recurring problem. Students are more likely to disengage from the NSS when they feel their concerns are consistently ignored. Universities may collect the data, but without transparent follow-up actions or visible improvements, student trust diminishes.

In addition, universities sometimes make the mistake of focusing narrowly on negative feedback, overlooking positive comments and successful areas. This perspective can result in reactive decision-making rather than balanced, strategic improvement.

Additionally, a lack of communication about how NSS results are used contributes to scepticism among students. If institutions fail to report back on the changes made as a result of survey findings, students may view the NSS as a pointless exercise.

Universities should approach the NSS as a genuine opportunity for listening, reflection, and change, emphasising transparency, meaningful engagement, and sustained action based on what students are really saying in their responses.

For additional information, read these recommended resources:

• Leveraging AI-powered Qualitative Analysis for the NSS and Beyond at the University of Westminster
• How AI can revolutionise the way we analyse student surveys

How to Use NSS Insights to Improve Teaching & Learning

The value of NSS data lies in how institutions act on it. It’s not enough to simply launch the survey and assess its results. The NSS’s success hinges on an institution’s ability to implement meaningful improvements in teaching, engagement, and overall student experience.

Professor April McMahon, Vice-President, Teaching, Learning and Students, University of Manchester “The new NSS analysis worked extremely well and felt like a significant breakthrough. The analysis was insightful, well structured, accessible, and timely, which led to much greater engagement on the day of the results and in the weeks that followed. I have heard nothing but positive comments.” Read more here, and Transforming Student Feedback Analysis at the University of Manchester: Leveraging Explorance MLY for Scalable Qualitative Insights.

Universities use insights from the National Student Survey by analysing date at institutional, faculty, and departmental levels to inform targeted improvements, identifying strengths and areas needing enhancement across various aspects of the student experience.

One way universities act on NSS insights is by addressing improvement areas that require swift attention. For example, if students report dissatisfaction with feedback timeliness, a department might implement clearer feedback deadlines or adopt digital tools to streamline the process. Similarly, if teaching quality scores are low, staff may receive additional training in pedagogy or be supported through peer observation schemes.

Universities also use NSS results to enhance student engagement and communication. Many institutions create action plans in collaboration with student representatives, ensuring that improvements are transparent and student-led. Updates and progress reports on changes are often shared via university websites, newsletters, or learning platforms, helping to build trust and show that student voices are valued.

Additionally, NSS insights contribute to broader strategic decisions, such as resource allocation or investment in digital learning tools. They can also influence the development of institutional teaching and learning strategies, ensuring alignment with student needs and expectations.

Ultimately, the NSS acts as both a reflective and developmental tool. While it highlights challenges, it also celebrates successes, allowing universities to share best practices across departments and promote a culture of continuous improvement. By systematically analysing and responding to NSS data, institutions enhance not only teaching and learning, but also the overall student experience and outcomes.

For more, check out this case study: AI-powered Student Voice Analysis for NSS and Module Evaluation at Liverpool John Moores University

NSS FAQs

For more information, the National Student Survey website has a comprehensive FAQs page.