Undergraduate attainment statistics
Founded in 1963 as a result of the Robbins report to widen access to higher education, our founding principles of equality and opportunity for all, anchored by the highest academic standards in teaching and research, remain at the heart of who we are and what we do.
We aim to foster a community where enquiring minds can thrive and where the status quo is constantly challenged. Our Equality, Diversity and Inclusion Strategy and our institutional commitment to Athena SWAN enrich and strengthen our academic mission, and ensure that staff and students work and study in an inclusive and respectful culture.
Our focus on delivering a holistic education is underpinned by significant investment in a range of programmes including international mobility, employer co-designed employability, and extracurricular activities, to empower our students and prepare them for a globally competitive labour market.
The principles of equality and opportunity for all are integral to our admissions policy that provides a professional and fair service for all applicants. We are further enhancing our approach to admissions by recognising that not everyone has had an equal opportunity to demonstrate their ability at school or college. That means we take into account more than just exam results, to assess potential and recognise achievements in a broader context.
- Access and Participation Plan (PDF
, 642kb) - Admissions policy
- Athena SWAN
- Contextual offers
- Equality, Diversity and Inclusion Strategy
- Schools and colleges
Transparency return data
Historic data
2022
The information published for 2022 shows the number of students that attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.
It also shows these numbers by reference to:
- the gender of the individuals to which they relate
- their ethnicity
- their socioeconomic background.
It is important to note that the data presented has not been contextualised. This means, for example, that you will not be able to see from this data how the student body is split between different degree programmes with differing rates of attainment. Nor does it show students' progress relative to their attainment on entry to university.
Table 1a: Percentage of classified first degrees at grade 2:1 or above by characteristic for 2020-21 qualifiers
| Characteristic | Characteristic split | Percentage |
|---|---|---|
| Ethnicity | BAME | 86% |
| White | 90% | |
| EIMD quintile | 1 and 2 | 83% |
| 3 to 5 | 90% | |
| Gender | Female | 90.3% |
| Male | 87.3% | |
| Other | N |
Table 1b: Detailed information on attainment for 2020-21 qualifiers
| Mode of study | Characteristic | Characteristic split | Headcount of classified First Degrees awarded | Percentage of classified First Degrees awarded as first class | Percentage of classified First Degrees awarded as upper second class | Percentage of classified First Degrees awarded as lower second class | Percentage of classified First Degrees awarded as third class / pass | Headcount of unclassified First Degrees awarded | Headcount of other undergraduate awards |
|---|---|---|---|---|---|---|---|---|---|
| Full-time | Ethnicity | Asian | 170 | 26% | 59% | 9% | 5% | N | N |
| Black | 60 | 14% | 58% | 24% | 5% | N | N | ||
| Mixed | 150 | 30% | 61% | 6% | 3% | N | N | ||
| Other | N | N | N | N | N | N | N | ||
| White | 2,710 | 35% | 55% | 8% | 1% | 40 | 130 | ||
| Unknown | 100 | 24% | 42% | 27% | 8% | N | 70 | ||
| EIMD 2019 quintile | 1 | 240 | 23% | 55% | 19% | 3% | N | 40 | |
| 2 | 380 | 30% | 55% | 13% | 2% | N | 40 | ||
| 3 | 580 | 37% | 53% | 9% | 2% | N | 50 | ||
| 4 | 760 | 34% | 56% | 8% | 2% | N | 40 | ||
| 5 | 1,130 | 36% | 55% | 7% | 2% | N | 50 | ||
| N/A | 100 | 28% | 65% | 7% | DP | N | N | ||
| Unknown | N | N | N | N | N | N | N | ||
| Gender | Female | 1,760 | 33.9% | 56.4% | 8.5% | 1.2% | 40 | 100 | |
| Male | 1,440 | 33.4% | 54% | 9.8% | 2.8% | N | 130 | ||
| Other | N | N | N | N | N | N | N | ||
| Part-time | Ethnicity | Asian | N | N | N | N | N | N/A | N |
| Black | N | N | N | N | N | N/A | N | ||
| Mixed | N | N | N | N | N | N/A | N | ||
| Other | N | N | N | N | N | N/A | N | ||
| White | N | N | N | N | N | N/A | 90 | ||
| Unknown | N | N | N | N | N | N/A | 50 | ||
| EIMD 2019 quintile | 1 | N | N | N | N | N | N/A | N | |
| 2 | N | N | N | N | N | N/A | N | ||
| 3 | N | N | N | N | N | N/A | 30 | ||
| 4 | N | N | N | N | N | N/A | 40 | ||
| 5 | N | N | N | N | N | N/A | 40 | ||
| N/A | N | N | N | N | N | N/A | N | ||
| Unknown | N | N | N | N | N | N/A | N | ||
| Gender | Female | N | N | N | N | N | N/A | 120 | |
| Male | N | N | N | N | N | N/A | N | ||
| Other | N | N | N | N | N | N/A | N | ||
| Apprenticeships | Ethnicity | Asian | N/A | N/A | N/A | N/A | N/A | N/A | N/A |
| Black | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Mixed | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Other | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| White | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Unknown | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| EIMD 2019 quintile | 1 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | |
| 2 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| 3 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| 4 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| 5 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| N/A | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Unknown | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Gender | Female | N/A | N/A | N/A | N/A | N/A | N/A | N/A | |
| Male | N/A | N/A | N/A | N/A | N/A | N/A | N/A | ||
| Other | N/A | N/A | N/A | N/A | N/A | N/A | N/A |
Key
- N/A - Not applicable as no qualifiers at this mode and level
- N - 24 or fewer students in this population
- DP - Data suppressed for data protection reasons
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