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NSS Results Viewer
Unofficial ADS Analysis
Unofficial ADS Analysis
Run node src/process.js then reload.
| Faculty | Subjects | Avg | SD | Range | Concerns |
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| School/Dept | Subjects | Avg | SD | Range | Concerns |
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| Subject | Fac | School / dept | Overall | Uni rank | vs sector | Resp | Concern | Conf. |
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Each cell is the course's rank among its peers on that measure (#1 = best); colour shows the quartile. Click a column to sort, or a row to open the course.
Auto-generated from the data — the same figures as the QPP workbook. Copy puts a plain-text version on the clipboard.
| Theme | Sector | Faculty | University | vs Uni |
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| H | Question | Positivity | Benchmark |
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| Theme | Improving | Declining |
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Auto-generated SWOT following the faculty analysis template: for each course/subject, school and faculty — the 3 strongest and 3 weakest question sets vs the University of Portsmouth KPI, diagnosed to the question driving each. Entries highlighted show significant variation (>5 points from the UoP KPI). Use free-text comments and Level 5 course survey data for context, then keep only the entries that matter — the template asks for 3 strengths and 3 challenges, 1–2 sentences, with question numbers. Each faculty panel ends with its subjects improving / declining by theme year-on-year, and the ⬇ QPP workbook button exports the lot (SWOT, concerns, improvement lists) as a formatted spreadsheet with action boxes to complete.
| Course / subject | Area of Strength 1 | Area of Strength 2 | Area of Strength 3 | Challenge 1 | Challenge 2 | Challenge 3 |
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NSS public data is at CAH subject level (no course titles), so each CAH subject is auto-mapped to a faculty + school using the CAH code (reliable for faculty) with school names from the University structure (SITS / catalogue). Low-confidence rows are worth checking; reassign any subject on the Subjects tab.
| Subject | CAH | Faculty | School / dept |
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| Subject | CAH | Faculty | School / dept | Reason |
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| Subject | CAH | Overall |
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| Course | Code | School / dept | Fac | Overall | Resp | Diff to sector | Uni rank |
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These courses have no course-level NSS return this year: the cohort fell under the OfS publication threshold (fewer than 10 respondents, or under a 50% response rate) or the OfS reports it at subject level only. Where a subject-level figure is published it appears in the full all courses list (linked below).
| Q | Question | Positivity | Benchmark | Gap | vs prev | Uni rank |
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Positivity is the % of respondents giving a positive answer (OfS NSS methodology); "overall" is the unweighted mean of the seven theme scores — the NSS publishes no single overall measure.
Sector average (raw, ◆) is the sector-wide positivity across all UK courses — the same reference for every course, used in the course list and rankings. Adjusted benchmark (◇) is the OfS benchmark proper: a sector average weighted to this provider's student intake. It is published for CAH3 subject groups, never for individual courses, so several courses share one adjusted figure and it appears only on this page, clearly labelled with its subject group.
Changes are stored in this browser only and adjust where this course counts in the faculty and school figures.
Themes are derived automatically from this course's own free-text comments. Counts are distinct respondents (one respondent can raise several themes, or the same theme both positively and negatively). Counts only — the comments themselves are restricted.
“Out of step” compares the positive share of comments on the same theme; “raised more” compares how many respondents mention it. Both come from tagging the comments against a fixed theme set — directional, not statistical, and the comments themselves are restricted.
Raised most years
Risen vs its own history
Faded from comments
More (+) or less (−) positive than previous years, in percentage points
Themes & sentiment pre-tagged per comment across 2018–2026; the summary is written by a local AI model from this unit’s comments — a paraphrase, never a quote. Counts & sentiment only; the comments themselves are restricted.
Student comments restricted access