Half of students miss one-third of their lectures. 20 years of data show undergraduates are struggling to access the high-quality teaching, in-person interactions and satisfying student experience they expect
The Higher Education Policy Institute and TechnologyOne have jointly published a major new report on the student experience in UK universities over the past 20 years.
What Matters Most? 20 Years of The Student Experience (HEPI Report 200) takes the long view, as it is based on two decades of data collected via the large Student Academic Experience Survey. This Survey first started just before tuition fees rose to £3,000 – seven Prime Ministers ago – and it has been run in recent years jointly by HEPI and Advance HE.
In 2006, 63% of undergraduates attended all their scheduled classes but this had dropped to just under one-half (48%) by 2025 – compared to the past, more students have to undertake paid employment during term time while more accessible tech enables some online catch up
the average amount of scheduled teaching time missed by all students has more than doubled, from around one hour a week in 2006 to 2.4 hours a week (out of a total average of 15.2 hours a week) in 2025 – this means those students who miss any scheduled contact hours miss, on average, 5.0 hours a week
In percentage terms, total missed teaching sessions have doubled from 8% of total timetabled hours in 2006 to 16% in 2025 – meaning missed sessions equal one-third of the weekly timetabled sessions of the one-half of students who miss any contact hours;
over half (52%) of students who are satisfied with the number of timetabled sessions say their course is ‘good’ or ‘very good’ value for money – compared to just one-in-five (21%) students who are not satisfied with their timetabled hours
Students who feel they belong on campus, students who feel comfortable expressing their views and students who have a positive sense of wellbeing are all significantly more likely to say their course provides ‘good’ or ‘very good’ value for money
Conversely students who do not feel as if they belong at their higher education institution are much more likely to say their experience had not matched their prior expectations – this factor alone explains 17% of the likelihood of having a subpar experience; and
for those students most directly affected, the impact of the pandemic lingered on for long afterwards, with the COVID cohort of students less likely to report ‘good’ or ‘very good’ value for money throughout their higher education.
Detailed regression analysis reveals the personal characteristics of students, such as their sex, ethnicity and disability, have much less impact on student experience scores than other factors, such as teaching quality, course content and financial factors (fees and living costs).
The Foreword to the report, written by Cheryl Watson, Vice-President of Education at TechnologyOne, notes: ‘the university experience is shaped less by who students are and more by whether they feel supported, understood and empowered across their academic journey.’
The report, which has been written by Dr Gosia Turner, Head of Surveys at Jisc, and Rose Stephenson, Director of Policy and Strategy at HEPI, concludes: ‘While the context of higher education will continue to evolve, the foundations of a strong student experience remain remarkably consistent. High-quality teaching, in-person interactions and a strong sense of belonging are not only enduring principles – they are the anchors that will enable the sector to navigate the challenges ahead.’
Nick Hillman OBE, Director of HEPI, said:
The Student Academic Experience Survey is the most important of all UK undergraduate surveys. This new report extends the regular annual snapshot into a panoramic vista for the first time.
Sadly, there are some worrying trends, like the gradual hacking away at the traditional university experience – students have to do more paid employment during term time, are less able to attend in-person lectures and have worse mental health than in the past.
Yet the main conclusion is actually a positive one centred on a desire for the deep social attachments and rich learning experiences that a traditional student experience offers – at least, when it is properly resourced.
