Here you will find the responses to the questions for each engagement indicator, along with the responses for the non-indicator items for StudentSurvey.ie 2023

Download summary of results HERE

63.1% of students believed that their coursework emphasised ‘quite a bit’ / ‘very much’ applying facts, theories, or methods to practical problems or new situations

57.3% of students believed that their coursework emphasised ‘quite a bit’ / ‘very much’ analysing an idea, experience, or line of reasoning in depth by examining its parts

60.2% of students believed that their coursework emphasised ‘quite a bit’ / ‘very much’ evaluating a point of view, decision, or information source

66.0% of students believed that their coursework emphasised ‘quite a bit’ / ‘very much’ forming an understanding or new idea from various pieces of information

60.0% of students ‘often’/ ‘very often’ combined ideas from different subjects / modules when completing assignments

46.4% of students ‘often’/ ‘very often’ connected their learning to problems or issues in society

34.4% of students ‘often’/ ‘very often’ included diverse perspectives (political, religious, racial, ethnic, gender, etc.) in discussions or assignments

51.6% of students ‘often’/ ‘very often’ examined the strengths and weaknesses of their own views on a topic or issue

57.7% of students ‘often’/ ‘very often’ tried to better understand someone else’s views by imagining how an issue looks from their perspective

62.8% of students ‘often’/ ‘very often’ learned something that changed the way they understand an issue or concept

69.3% of students ‘often’/ ‘very often’ connected ideas from their subjects / modules to their experiences and knowledge

36.6% of students ‘often’/ ‘very often’ reached conclusions based on their analysis of numerical information (numbers, graphs, statistics, etc.)

27.8% of students ‘often’/ ‘very often’ used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

23.8% of students ‘often’/ ‘very often’ evaluated what others have concluded from numerical information

53.7% of students ‘often’/ ‘very often’ identified key information from recommended reading materials

56.9% of students ‘often’/ ‘very often’ reviewed their notes after class, tutorials, labs or studios

48.4% of students ‘often’/ ‘very often’ summarised what they learned in class, tutorials, labs or studios, or from course materials

43.1% of students ‘often’/ ‘very often’ asked another student to help them understand course material

47.4% of students ‘often’/ ‘very often’ explained course material to one or more students

45.2% of students ‘often’/ ‘very often’ prepared for exams by discussing or working through course material with other students

55.4% of students ‘often’/ ‘very often’ worked with other students on projects or assignments

17.2% of students ‘often’/ ‘very often’ talked about career plans with academic staff

11.6% of students ‘often’/ ‘very often’ worked with academic staff on activities other than coursework (committees, student groups, etc.)

21.4% of students ‘often’/ ‘very often’ discussed course topics, ideas, or concepts with academic staff outside of scheduled class, tutorials, labs or studios

17.9% of students ‘often’/ ‘very often’ discussed their performance with academic staff

66.6% of students believed that lecturers/ teaching staff clearly explained course goals and requirements

68.5% of students believed that lecturers/ teaching staff taught in an organised way

67.4% of students believed that lecturers/ teaching staff used examples or illustrations to explain difficult points

38.4% of students believed that lecturers/ teaching staff provided feedback on a draft or work in progress

43.0% of students believed that lecturers/ teaching staff provided prompt and detailed feedback on tests or completed assessments

63.7% of students indicated as excellent (6/7 or 7/7) the quality of interactions with students

40.1% of students indicated as excellent (6/7 or 7/7) the quality of interactions with academic advisors

51.0% of students indicated as excellent (6/7 or 7/7) the quality of interactions with academic staff

40.1% of students indicated as excellent (6/7 or 7/7) the quality of interactions with support services staff (career services, student activities, accommodation, etc.)

41.0% of students indicated as excellent (6/7 or 7/7) the quality of interactions with other administrative staff and offices (registry, finance, etc.)

58.9% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ providing support to help students succeed academically

57.2% of students believed that their institution emphasised ‘quite a bit’ / ‘very much’ using learning support services (learning centre, computer centre, maths support, writing support, etc.)

46.1% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ contact among students from different backgrounds (social, racial, ethnic, religious, age-groups etc.)

55.2% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ providing opportunities to be involved socially

51.8% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ providing support for their overall well-being (recreation, health care, counselling, etc.)

26.8% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ helping them manage their non-academic responsibilities (work, family, etc.)

41.0% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ attending activities and events (special speakers, cultural performances, sporting events, etc.) organised by their institution

50.9% of students believed that their institution emphasised ‘quite a bit’/ ‘very much’ attending activities and events that address important social, economic, or political issues

62.0% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in writing clearly and effectively

53.2% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in speaking effectively

73.5% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in thinking critically and analytically

49.3% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in analysing numerical and statistical information

57.7% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in being innovative and creative

66.8% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in working effectively with others

52.9% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in solving complex real-world problem

44.0% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in being an informed and active citizen (societal/ political/ community)

48.3% of students ‘often’/ ‘very often’ asked questions or contributed to discussions in class, tutorials, labs, studios, or online

34.6% of students ‘often’/ ‘very often’ attended class, tutorials, labs, studios, or online without doing the preparation expected of them (completing readings or assignments, etc.)

37.5% of students ‘often’/ ‘very often’ made a presentation in class, tutorials, labs, studios, or online

45.1% of students ‘often’/ ‘very often’ explored how to apply their learning in the workplace

46.9% of students ‘often’/ ‘very often’ exercised or participated in physical fitness activities (whether related to their course/ institution or in their life outside your institution)

38.7% of students ‘often’/ ‘very often’ blended academic learning with workplace experience

41.0% of students ‘often’/ ‘very often’ worked on assessments that informed them how well they were learning

53.5% of students plan to do/ have done/ were in process of engage in voluntary activity (whether related to their course/ institution or in their life outside your institution)

59.3% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development ‘quite a bit’/ ‘very much’ in acquiring job- or work-related knowledge and skills

78.4% of students would evaluate their entire educational experience at their institution as good/ excellent

83.0% of students, if they could start over again, would probably/ definitely go to the same institution they are now attending

63.4% of students had not seriously considered withdrawing from their degree programme

• 10.3% of students had seriously considered withdrawing from their degree programme for financial reasons
• 13.2% of students had seriously considered withdrawing from their degree programme for personal or family reasons
• 6.2% of students had seriously considered withdrawing from their degree programme for health reasons  
• 5.7% of students had seriously considered withdrawing from their degree programme for employment reasons
• 9.3% of students had seriously considered withdrawing from their degree programme to transfer to another institution
• 8.2% of students had seriously considered withdrawing from their degree programme for another reason

Percentage responses to each question for all respondents nationally are presented in Appendix 3. They also display disaggregated results by cohort (first year undergraduate, final year undergraduate, and taught postgraduate).