Student Satisfaction Surveys: The Value in Taking an Historical Perspective

Abstract Benchmarking satisfaction over time can be extremely valuable where a consistent feedback cycle is employed. However, the value of benchmarking over a long period of time has not been analysed in depth. What is the value of benchmarking this type of data over time? What does it tell us about a feedback and action cycle? What impact does a study of historical student feedback have on our understanding of quality? This paper explores a unique collection of student feedback data from a period of over 18 years and focuses on two aspects of student feedback. First, the paper identifies that significant changes have occurred over time, which are reflected in the data. In particular, the data indicate not only where priorities have changed but also where student concerns have remained consistent. Second, the paper argues that the questionnaire itself is a dynamic tool and the ways in which its structure develops reflect historical change.