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.
The information published on these pages shows:
It also shows these numbers by reference to:
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 many of those applying to courses met the entry criteria. It is also the case that universities and colleges will often receive many more applications than they have spaces on courses, and so offer rates will necessarily be lower than application rates in those circumstances.
With regard to information that is split by the three characteristics of gender, ethnicity and socioeconomic background you will see that some figures may be highlighted. This is because those differences between groups of students with particular characteristics are notable.
Number of applications | Percentage of applications that received an offer | Percentage of applications that accepted an offer | Percentage of applications that led to a registration | |||
---|---|---|---|---|---|---|
Full-time | Ethnicity | White | 17650 | 81.4% | 34.5% | 18.2% |
BAME | 3130 | 78.2% | 35.9% | 16.6% | ||
EIMD quintile | 1 and 2 | 5230 | 70.4% | 30.5% | 14.9% | |
3 to 5 | 14890 | 84.5% | 36.1% | 19.0% | ||
Gender | Male | 8700 | 88.3% | 38.1% | 19.6% | |
Female | 12470 | 79.6% | 32.4% | 16.6% | ||
Other | N | N | N | N | ||
Part-time | Ethnicity | White | N/A | N/A | N/A | N/A |
BAME | N/A | N/A | N/A | N/A | ||
EIMD quintile | 1 and 2 | N/A | N/A | N/A | N/A | |
3 to 5 | N/A | N/A | N/A | N/A | ||
Gender | Male | N/A | N/A | N/A | N/A | |
Female | N/A | N/A | N/A | N/A | ||
Other | N/A | N/A | N/A | N/A | ||
Apprenticeships | Ethnicity | White | N/A | N/A | N/A | N/A |
BAME | N/A | N/A | N/A | N/A | ||
EIMD quintile | 1 and 2 | N/A | N/A | N/A | N/A | |
3 to 5 | N/A | N/A | N/A | N/A | ||
Gender | Male | N/A | N/A | N/A | N/A | |
Female | N/A | N/A | N/A | N/A | ||
Other | N/A | N/A | N/A | N/A |
Percentage | ||
---|---|---|
Ethnicity | BAME | 74% |
White | 84% | |
EIMD quintile | 1 and 2 | 77% |
3 to 5 | 84% | |
Gender | Female | 85.0% |
Male | 79.3% | |
Other | N |
Transparency return data 2019 (MS Excel , 61kb)