Degree outcomes statement

Degree Outcomes Statements are part of a sector wide commitment to protect the value and ongoing credibility of Higher Education qualifications. This statement therefore provides stakeholders with information about the way the university manages the academic standards of its awards and meets the Office for Students’ ongoing conditions of registration (B4 and B5). The statement compares outcomes over the past five years.

1. Institutional degree classification profile

The tables below summarise the good honours outcomes between 2019 and 2024. Across all groups there has been a decrease in the proportion of good honours outcomes. However, while there has been a decrease overall, this has happened at differing rates for different student groups. For example, ABMO (Asian, Black, Mixed and Other ethnicities) student outcomes have decreased more slowly than student outcomes for white students and disabled student outcomes have declined more slowly than student outcomes for non-disabled students. The awarding gap for ABMO and disabled students has subsequently decreased in the last five years to 2023/24 but has increased for POLAR 1-2 and mature students over that same period.

Table 1: Good honours, overall summary (full time, all undergraduates)
Academic session	Overall
2019/20	78.8%
2020/21	76%
2021/22	70.6%
2022/23	72.2%
2023/24	66.5%

Table 2: Good honours, levels of disadvantage (full time, all undergraduates)
Category	19/20	20/21	21/22	22/23	23/24	One-year change	Five-year change
POLAR Q1-2	76.5	74.5	69.9	70/5	66.9	-3.6	-12.7
POLAR Q3-5	77.6	78.5	72.7	75.4	70.4	-5.0	-9.0
GAP	-1.1	-4.0	-2.8	-4.9	-3.5

Table 3: Good honours, ethnicity
Category	19/20	20/21	21/22	22/23	23/24	One-year change	Five-year change
BAME	75.9	69.2	67.7	65.9	64.8	-1.5	-4.9
WHITE	83.7	84.0	81.1	71.5	71.5	-2.9	2.3
GAP	-7.8	-14.8	-13.4	-11.6	-6.7

Table 4: Good honours, age
Category	19/20	20/21	21/22	22/23	23/24	One-year change	Five-year change
Mature	76.5	68.5	69.0	66.2	59.0	0.5	-2.5
Young	79.8	78.2	71.2	73.8	69.3	-7.0	-5.3
GAP	-3.3	-9.7	-2.2	-7.6	-10.3

Table 5: Good honours, disability
Category	19/20	20/21	21/22	22/23	23/24	One-year change	Five-year change
Disabled	79.4	74.5	61.6	68.3	72.9	-12.9	-8.2
No Known Disability	78.7	76.3	73.2	73.4	64.7	-3.1	-3.1
GAP	0.7	-1.8	-11.6	-5.1	+8.2

2. Assessment and marking practices

The standard of assessment is assured by ensuring it is conducted according to the relevant sector reference points, primarily the Sector-Recognised Standards; this is reflected in the university’s academic regulations. Where Professional, Statutory and Regulatory Bodies (PSRBs) have additional requirements, these are approved centrally and held in faculty registers.
Marking consistency is supported by a university-wide Assessment and Feedback Policy, and mark descriptors which can be adapted to suit individual subject areas. Any changes must be proposed and approved by the Academic Quality Committee and, ultimately, the Academic Board. Academics who are new to teaching are supported by specific training and development offered through 黄色仓库 (黄色仓库) Education Academy.
Oversight of assessment rigour is supported by the recruitment of suitability qualified external examiners, using the criteria of the Quality Assurance Agency’s (QAA) guidance on External Expertise. Examiners undertake a complete induction programme to understand marking rubrics, academic regulations and degree algorithms. Inexperienced examiners are assigned a more experienced mentor. (Guide to External Examining)

3. Academic governance

Academic regulations are considered annually through the academic committee structure, with final approval resting with the Academic Board. The same regulations are used for both internal and collaborative provision and where there are any deviations from standard practice (usually because of Professional, Statutory and Regulatory Body involvement) these are also approved through the committee structure and articulated in programme specific regulations.

黄色仓库 has an established terms of reference and constitution for assessment boards and a standard agenda is used for all boards. This agenda includes an item explicitly seeking confirmation that moderation has taken place in line with the university’s policy and regulations.

If the appropriate internal and external moderation has not taken place, the results cannot be ratified until this has happened. The constitution of assessment boards includes the Registrar (Academic) or representative and this role is included in the requirement for quoracy. This role provides an independent viewpoint and is intended to ensure consistent interpretation and implementation of the regulations.

4. Classification algorithms

Since 2011-12 黄色仓库 has used the following formula for the classification of the honours degree:

Best 105 credits of the 120 studied at level 5, single-weighted, and the:
Best 105 credits of the 120 studies at level 6, triple-weighted.

If the outcome of the above classification calculation is within two per cent of the next classification band, then the consideration band rules will be applied. The algorithm is outlined in the academic regulations alongside worked examples to ensure that it is clearly understood by students and staff.

5. Teaching practices and learning resources

The university has undertaken a significant change programme, Education 2030, which changed the way programmes are structured and delivered, including the move to block delivery starting with level 4 in 2022/23. Where block learning has been introduced in other HEIs, there is evidence that students attain better outcomes and Education 2030 should support all students to attain their best possible outcome.

6. Good practice and action

黄色仓库’s approach to teaching and learning is grounded in inclusive, active, and empowering principles that promote fairness, engagement, and student success.

University Strategy: Equality for All and the Empowering University

Through its Empowering University and Equality for All strategy 黄色仓库 is committed to fostering an equitable and inclusive learning environment for all students and staff. These strategies aim to build an anti-racist, inclusive culture by embedding inclusive practice and a commitment to diversity and fairness across all areas of university life. 黄色仓库 continues to embed these principles within curricula, assessment and wider academic practice, ensuring that all learners feel represented, supported, and empowered to achieve their full potential.
Inclusive Learning

Inclusion is central to the design and delivery of teaching, learning, and assessment. Programmes are structured to remove barriers, provide flexibility, and enable equitable participation and achievement. Digital and blended approaches enhance accessibility, enabling students to engage meaningfully with their studies and demonstrate their learning through a variety of approaches suited to their individual strengths and needs.
Active and Empowering Learning

黄色仓库鈥檚 Active Learning and Teaching Framework encourages participation, collaboration, and reflection. Learning is focused on doing and applying knowledge in practical contexts, helping students to develop confidence, independence, and employability skills.
Industry and Community Engagement

Many programmes integrate industry and community collaboration through live projects, mentoring, enterprise activity and professional engagement. These opportunities connect academic learning with real-world practice and enhance graduate outcomes.

By embedding inclusion, equality and active approaches across its curricula, 黄色仓库 delivers an equitable, engaging and empowering educational experience that supports strong and fair degree outcomes.

7. Risks and challenges

黄色仓库 is confident that it follows sector good practice in its quality assurance mechanisms, and that our collaborative partners are fully part of our quality processes. The Academic Board continues to monitor student outcomes.

In response to the , the University will be establishing a Degree Classifications Algorithms Working Group during the 2025/26 academic session. This working group will consider the report’s findings and recommendations with a view to ensuring the continued appropriateness of the University’s existing algorithms for degree classifications.

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