Student Monitoring Data
Appendix 2 - Equality and Diversity Student Monitoring Data
Enrolled Students, Applications, Progression and Attainment
Headlines 2011/12:
Gender

57.7% of all enrolled students were female in 2011/12. The gender profile of
students throughout the University varies considerably and to a large extent still
reflects the traditional subject choices of males and females. However, admissions
data suggests that while females are less likely to apply for places on traditionally
‘male’ subject choices, females are not less likely to be offered place/ accepted onto
these courses. In relation to progression and attainment, data indicates that males
were less likely to progress and more likely to fail at the end of both years 1 and 2.
There is very little difference in the proportion of males and females achieving a first
class degree. Females were more likely to receive a 2:1 and males more likely to
receive a 2:2 or 3rd class degree.
Ethnicity

9.5% of all enrolled UK domiciled students who declared an ethnicity, were from a
Black or minority ethnic background (BME1). The proportions of BME students has
increased year on year since 2005. As with gender there is a variation in the
proportion of BME students throughout the Schools. It appears that BME UG and PG
applicants were less likely to progress through the application stages, as well as
being less likely to progress and more likely to fail at the end of years 1 and 2. BME
undergraduate students are less likely to receive a first or 2:1, and more likely to
receive a 2:2 or 3rd class degree.
Disability

7.1% of all enrolled students were disabled in 2011/12. It appears that the disabled
proportion of undergraduate applicants generally increased through the four
application stages at University level and for most individual schools. Disabled
students were slightly less likely to receive an award at the end of the final year, and
more likely to fail, withdraw or be absent.
Age

14.1% of all enrolled undergraduates were over 21 in 2011/12. Cardiff University has
a below average proportion of older undergraduates compared to all UK Universities.
It appears that older age groups had higher rates of withdrawal. The 21 and under
age group were more likely to receive an award at the end of the final year. The 22+
age groups were more likely to receive a 2:2 or a Third class degree.
1
BME - Black and Minority Ethnic. Includes, Black, Asian, Chinese, mixed and other ethnic background. This
definition is widely recognised but it has limitations in implying that minority ethnic students are a
homogenous group.
1
Student Monitoring Data
This report has been produced with student data for 2011/12 to align with
benchmarking data available via the HESA HEIDI Equality resource and data
contained within, ‘Equality in higher education: statistical report 2013’ published by
the Equality Challenge Unit.
Some updated information on an early analysis of student data for 2012/13 is
included in this report for information and a full report of student data will be
produced on an annual basis and published in the Strategic Equality Plan Annual
Monitoring Report.
Governance & Compliance (GOVRN)
Version 0_2
Mar 2014
2
Student Monitoring Data
INDEX
1. Composition of Students ....................................................................... Page 4
2. Gender ..................................................................................................... Page 4
3. Ethnicity .................................................................................................. Page 9
4. Disability ................................................................................................. Page 14
5. Age ........................................................................................................... Page 19
6. Equality data for the additional Protected Characteristics ................ Page 24
3
Student Monitoring Data
1. Composition of Students:
In 2011/12 there were 24,838 students enrolled at Cardiff University and an additional
3476 Lifelong Learning students. Of the 24,838 students, 71.3% were undergraduates;
22.2% were taught postgraduates; and 6.6% were research postgraduates. The following
table illustrates how these figures have changed over the last three years.
Table 1. Composition of students 2010 – 2013
2010/11
2011/12
2012/13
Enrolled students 2
25,642
24,838
25,644
Undergraduate
17,778
17,710
18,111
Postgraduate Taught
Postgraduate –
Research
Students enrolled on
Life Long Learning
6,308
5,525
5916
1,556
1,603
1617
3733
3476
tbc
The 2011/12 admissions process included 58,513 initial applications; 34,368 offers
made; 19,714 offers accepted; and finally 13,723 ‘unconditionally firmly’ placed (i.e.
actual entrants).
2. Gender
57.7% of all enrolled students were female in 2011/12 – including 58.8% of
undergraduates; 56.9% of taught postgraduates; and 48.3% of research postgraduates.
These percentages have remained broadly the same over the last 3 years.
Table 2. Gender of students 2010 – 2013
2010/11
2011/12 *
2012/13
(Benchmark available)
Female (all students) 58.7%
57.7%
58.5%
Undergraduate
60%
58.8%
59.1%
Postgraduate Taught
Postgraduate Research
57.9%
56.9%
57.2%
48.3%
48.3%
48.5%
2
This excludes Lifelong Learning Students
4
Student Monitoring Data
*Benchmarking Data3:
Current Students: across all UK Universities 56.5% of students were female in 2011/124.
Across Welsh Universities, 52.8% were female and within Russell Group Universities,
53.8% were female.
Cardiff University has consistently had a slightly above average proportion of female
students than the UK, Welsh and Russell Group proportions.
The graph below shows how the proportion of female undergraduate students varies
markedly between the University’s Colleges, with the highest percentages of females
being located in the Biomedical Sciences and the lowest in Physical Sciences and
Engineering.
Figure 1. Comparison of UG student gender by College (2010-2013)
59.6% of all
enrolled UG
Cardiff
University
students
were female
(2011/12)
The School of Computer Science and Informatics has the lowest percentage of female
undergraduate students with only 14.8% female undergraduates in 2011/12; however
applications by females to the School are also low at 13.8% in 2011/12, dropping to 11.7%
in 2012/13. The School of Nursing and Midwifery5 remains predominantly female, with
92.3% of undergraduate students being female in 2011/12 and 92% of applications coming
from females. The Schools of Psychology (89.4%), Social Science (81.3%), Healthcare
Studies (76%) Welsh (74.2%), Optometry (77.3%) also have a high proportion of female
3
All benchmarking data is taken from ‘Equality in higher education: statistical report 2013Part2: Students’, ECU 2013
Latest available data
5
Data for schools is based on school structure as of 2011/12
4
5
Student Monitoring Data
students. By comparison the Science, Engineering, Technology and Maths (STEM)
schools are more likely to have a lower proportion of female students with Physics and
Astronomy, Engineering, and Computer Sciences having an above average number of
male students (75.2%, 82.1%and 85.2% respectively are male). However, at the
undergraduate admissions stage the proportion of females in the ‘unconditional firm’
categories for the STEM schools also appear in most cases to be higher than the
proportion of female applications received e.g. 2012/13 Engineering received 19.9% of its
applications from females and 22.7% of offers accepted were by female applicants.
Similarly in Computer Science, 11.7% of applicants were female, with 14.4% of offers
accepted were by female candidates.
Gender: Admissions Data
In 2011/12 data male undergraduate applicants appeared to be less likely than females to
meet the conditions of an offer. Male research postgraduate applicants appeared to be
less likely to be made offers, and then less likely to accept them. In both cases the
proportion of males therefore decreased between applications received and students
entering the University.
Figure 2. Gender breakdown through the four stages of admissions, 2011/12
AR = Applications Received; OM = Offers Made; OA = Offers Accepted; UF = Unconditional Firm
UG = Undergraduate; PGT = Taught Postgraduate; PRG = Research Postgraduate
6
Student Monitoring Data
Gender: Progression and Attainment
Sex/Gender
Progression:
Looking across the 3 academic years, 2010/11, 2011/12 and 2012/13, males appear to be
less likely to progress and more likely to fail at the end of both year 1 and year 2, but with
very similar percentages to females achieving an award in the final year.
Table 3. a. 2011/12 Progression, undergraduate Students Year 1-2.
Split by gender (the % shows the proportion of the pool of males and females)
Progression
M
F
All
Award/progression
85.4%
88.4%
87.1%
Fail
7.8%
4.7%
6.1%
Withdrawn
4.7%
4.3%
4.5%
Absent
0.9%
1.6%
1.3%
Unknown
1.2%
1.0%
1.1%
Total
2394
3128
5522
Table 3. b. 2011/12 Progression, undergraduate Students Year 2 -3
Split by gender (the % shows the proportion of the pool of males and females)
Progression
Award/progression
Fail
Withdrawn
Absent
Unknown
Total
M
89.8%
5.7%
2.3%
1.8%
0.4%
2052
F
93.3%
2.6%
2.4%
1.6%
0.2%
2846
All
91.8%
3.9%
2.3%
1.7%
0.3%
4898
Table 3.c. 2011/12 Progression, undergraduate Students – Final Year
Split by gender (the % shows the proportion of the pool of males and females
Progression
M
F
All
Award/progression
93.7%
90.4%
91.5%
Fail
2.1%
1.9%
1.9%
Withdrawn
1.7%
4.6%
3.6%
Absent
2.0%
1.3%
1.6%
Unknown
0.5%
1.8%
1.4%
Total
2279
4251
6530
7
Student Monitoring Data
Attainment:
Data for the last 3 years indicate that of those who received a standard undergraduate
award, male and female students received a very similar proportion of first class
degree awards.
Of those that received a standard award, females were more likely to receive a 2:1, and
males more likely to receive a 2:2, 3rd class degree.
Table 4. Gender and degree attainment 2010 – 2013
Degree
2010/11
2011/12
2012/13
attainment
Male
Female
Male
Female
Male
Female
First Class
16.6%
16.5%
18.2%
18.5%
20.4%
20.1%
2:1
52.3%
56.5%
52.9%
56.5%
51.1%
59.3%
2:2
26%
24.2%
24.1%
22.2%
24.3%
18.4%
Third Class
4.6%
2.7%
3.8%
2.5%
3.3%
1.8%
Figure 3. Undergraduate Attainment (Standard Awards) – 2011/12
8
Student Monitoring Data
3. Ethnicity (all figures relate to UK domiciled students only)
9.5% of all enrolled students with a UK fee status and known ethnicity described
themselves as Black or of an ethnic minority background (BME6) in 2011/12; including
8.1% of undergraduates; 16.9% of taught postgraduates, and 9.8% of research
postgraduates. The table below gives a comparison with previous years.
Table 5. Ethnicity of students 2010 - 2013
BME
2010/11
2011/12*
2012/13
(Benchmarking data
available)
All students (UK
8.9%
9.5%
10.7%
Undergraduate
7.7%
8.1%
9.4%
Postgraduate -
14.8%
17.1%
16.9%
8.3%
9.8%
10.7%
domiciled)
Taught
Postgraduate Research
The graph below indicates a steady increase in the percentage of students from a BME
background since 2005/06.
Figure 4. Percentage of BME7 UG students (2005-13)
6
BME - Black and Minority Ethnic. Includes, Black, Asian, Chinese, mixed and other ethnic background. This definition
is widely recognised but it has limitations in implying that minority ethnic students are a homogenous group
9
Student Monitoring Data
*Benchmarking Data:
Current Students: across all UK Universities 18.8% of UK domiciled students were BME
students in 2011/12. Across Welsh Universities, 7.6% were BME students, and across
Russell Group Universities, 16.6% were BME students.
Cardiff University has a lower proportion of BME students than the UK average but a
higher proportion of BME students enrolled than the average in Wales.
If students with overseas fee status are included, the proportion of BME students rises to
21.3% for in 2011/12 and 23.7% in 2012/13.
As with gender there is a variation between the proportions of BME students studying
within the University Colleges and Schools. The graph below illustrates the percentages
of undergraduate BME students within the Colleges.
Figure 5. Comparison of BME UG students by College (2010-2013) (UK domiciled)
8.1% of all
enrolled UG
Cardiff
University
students
were from a
BME
background
(2011/12)
The proportion of BME undergraduate students within some academic schools (in
2011/12) is significantly higher than the University average, including the Schools of
Dentistry (32.8%), Pharmacy and Pharmaceutical Sciences (21.6%) and Optometry and
Vision Sciences (18.5%), whilst the percentage of those studying within the Schools of
Welsh(0%), English Communication and Philosophy (2.3%) and Music (2.3%) are low.
10
Student Monitoring Data
Numerically the School of Medicine, Cardiff Business School and the Dental School have
the highest number of home students who have declared their ethnicity as BME.
Ethnicity: Admissions Data
In 2011/12 a large number of applicants did not declare their ethnicity (information not
known/refused) which makes analysis of data for this year unreliable. In 2012/13 less than
11% of applicants did not declare their ethnicity and therefore figures for this year have
been included within the report. For all students, 12.5% of applicants came from a BME
background and 11.5% of offers accepted were from BME candidates. 12.4% of
undergraduate applicants were from a BME background, 13.9% of applications for
Postgraduate- Taught, and 9.8% of applications for Postgraduate – Research.
Figure 6. Ethnicity breakdown through the four stages of admissions, 2012/13
AR = Applications Received; OM = Offers Made; OA = Offers Accepted; UF = Unconditional Firm
UG = Undergraduate; PGT = Taught Postgraduate; PRG = Research Postgraduate
11
Student Monitoring Data
Figure 7. Breakdown of BME students by specific category, 2011/12 (UK fee status
only) total: 9.5% of UK fee status students were BME – only BME students are included in
this chart.
Asian students constituted just under half of BME students at Cardiff University. Black
students,13%, Chinese 7.7% and other categories, including mixed race, 30%. (Note:
‘Other White’ category of students is merged with ‘White’ for this report although some
may be BME.)
Ethnicity
Progression:
Looking across the 3 academic years, 2010/11, 2011/12 and 2012/13, BME
(Undergraduate Home) students appear to be slightly less likely to progress and more
likely to fail at the end of years 1 and 2. They were also slightly less likely to receive an
award at the end of the final year.
Table 6.a. 2011/12 Progression- undergraduate students Year 1-2.
Split by Ethnicity – aggregated groups (Home Students Only)
Progression
White
BME
All
Award/progression
88.2%
85.0%
88.0%
Fail
4.9%
6.8%
5.1%
Withdrawn
4.3%
4.9%
4.4%
Absent
1.4%
1.9%
1.4%
Other
1.2%
1.4%
1.2%
Total
4355
426
4886
12
Student Monitoring Data
Table 6.b. 2011/12 Progression - undergraduate students Year 2 -3
Split by Ethnicity – aggregated groups (Home Students Only)
Progression
White
BME
All
Award/progression
92.1%
90.4%
90.5%
Fail
3.3%
6.5%
3.5%
Withdrawn
2.5%
0.9%
2.4%
Absent
1.9%
1.9%
1.9%
Other
0.3%
0.3%
0.3%
Total
3866
323
4238
Table 6.c.2011/12 Progression - undergraduate students – Final Year
Split by Ethnicity – aggregated groups (Home Students Only)
Progression
White
BME
All
92.2%
90.1%
91.6%
Fail
1.5%
2.9%
1.9%
Withdrawn
3.8%
4.1%
3.8%
Absent
1.8%
2.6%
1.8%
Other
0.7%
0.3%
0.9%
Total
4879
345
5393
Award/progression
Ethnicity: Attainment:
Data for the last 3 years indicate that of those that received a standard Undergraduate
award BME students are less likely to receive a first or 2:1, and more likely to receive a
2:2 or 3rd class degree.
Table 7. Ethnicity and degree attainment
Degree
2010/11
2011/12
2012/13
attainment
White
BME
White
BME
White
BME
First Class
17.1%
11.8%
19.5%
10.5%
21.5%
13.2%
2:1
57.6%
53.1%
57.1%
55.0%
58.5%
52.9%
2:2
22.9%
29.9%
20.7%
28.6%
18.0%
30.2%
Third Class
2.1%
5.1%
2.4%
5.5%
1.7%
3.7%
13
Student Monitoring Data
Figure 8. Undergraduate Attainment (Standard Awards) – 2011/12
4. Disability
7.1% of all enrolled students were disabled in 2011/12 – including 7.9% of undergraduates; 4.4% of taught postgraduates; and 6.6% of research postgraduates.
Table 8. Students and disability 2010-13
2010/11
2011/12 *
2012/13
(Benchmark available)
Disabled Students
6.6%
7.1%
7.5%
7.6%
7.9%
8.5%
3.9%
4.4%
4.5%
6.5%
6.6%
6.6%
(all students)
Disabled Students Undergraduate
Disabled Students
Postgraduate Taught
Disabled Students
Postgraduate Research
14
Student Monitoring Data
There has been a steady annual percentage increase in the proportion of students
disclosing a disability each year since 2005/06 as shown in the graph below
Figure 9. Percentage of students who declared a disability – UG students (2005/13)
8.6% of all UK
students
declared a
disability
(2011/12)
The proportion of disabled undergraduate students within academic schools (2011/12)
varies considerably with 11.6% in the School of Healthcare Studies, 11.3% in Earth and
Ocean Sciences and 11.2% in the school of History, Archaeology and Religion. The
School of Optometry and Vision Sciences (4.3%), Dental School (4.4%) and School of
European Languages, Translation and Politics (4.6%) have the lowest proportions of
students disclosing a disability in 2011/12. Numerically the School of Nursing and
Midwifery, Cardiff Business School and the School of Medicine have the highest number of
students who have declared a disability.
*Benchmarking Data:
Current Students: In 2011/12 8.6% of all students across all UK Universities (of any
domicile) were disabled. Across Welsh Universities, 8.8% were disabled, and across
Russell Group Universities, 6.8% were disabled.
15
Student Monitoring Data
Cardiff University therefore has a similar proportion of disabled students to that of the UK
average and the average of all Welsh HEIs, and a higher proportion than that of the
Russell Group Universities’ average.
If considering home fee status students only, the proportion of disabled students for Cardiff
University rises to 8.5% in 2011/12 and to 9.1% in 2012/13.
Disability: Admissions
The proportion of disabled undergraduate applicants generally increased through the four
admissions stages in 2011/12 however, there was a very small drop in the Offers Made to
disabled applications (5.6% compared with 5.7% applications).
Disability Categories:
Figure 10. Breakdown of disabled students by specific category, 2011/12
(Total: 7.1% of all students were recorded as disabled – only disabled students are
included in this chart.)
The most common specific disability category in 2011/12 was ‘specific learning difficulty’
such as dyslexia, constituting over half of enrolled students with a disability. Almost a
quarter were in the category of ‘long standing illness or health condition’ such as cancer,
HIV, diabetes, etc.
16
Student Monitoring Data
Disability
Progression:
Looking across the 3 academic years- 2010/11, 2011/12 and 2012/13, disabled students
appear to be less likely to progress at the end of years 1 and 2. They were also slightly
less likely to receive an award at the end of the final year.
Table 9.a. 2011/12 Progression - undergraduate students Year 1-2.
Split by disability (the % shows the proportion of the pool of disabled and non-disabled
students)
Progression
Award/progression
Disabled
No Disability
All
82.4%
87.6%
87.1%
Fail
8.3%
5.8%
6.1%
Withdrawn
5.1%
4.4%
4.5%
Absent
3.6%
1.1%
1.3%
Other
0.6%
1.1%
1.1%
Total
506
5002
5523
Table 9.b. 2011/12 Progression - undergraduate students Year 2 -3
Split by disability (the % shows the proportion of the pool of disabled and non-disabled
students)
Progression
Award/progression
Disabled
No Disability
All
85.9%
92.5%
91.8%
Fail
6.7%
3.5%
3.9%
Withdrawn
2.9%
2.3%
2.3%
Absent
4.0%
1.5%
1.7%
Other
0.4%
0.2%
0.3%
Total
447
4438
4899
17
Student Monitoring Data
Table 9.c. 2011/12 Progression - undergraduate students – Final Year
Split by disability (the % shows the proportion of the pool of disabled and non-disabled
students)
Progression
Disabled
Award/progression
No Disability
All
88.0%
92.4%
91.5%
Fail
3.7%
1.6%
1.9%
Withdrawn
3.1%
3.5%
3.6%
Absent
3.7%
1.4%
1.6%
Other
1.5%
1.2%
1.4%
Total
542
5884
6531
Attainment
Data for the last 3 years indicate that of those that received a standard Undergraduate
award Disabled students are less likely to receive a first. The proportion achieving a 2:1
is very similar for disabled students and students who have not declared a disability with a
slightly higher proportion of disabled students achieving a 2:1 in 2011/12 and
2012/13.
Table 10. Disability and degree attainment 2010 - 2013
Degree
2010/11
2011/12
2012/13
attainment
Disabled
No
Disabled
Disability
No
Disabled
Disability
No
Disability
First Class
12.5%
16.8%
16.2%
18.6%
13.2%
20.8%
2:1
54.1%
54.8%
56.5%
55.0%
58.9%
55.9%
2:2
30.7%
24.5%
23.3%
22.9%
24.7%
20.4%
Third Class
2.1%
3.5%
3.7%
3%
2.7%
2.4%
18
Student Monitoring Data
Figure 11. Undergraduate Attainment (Standard Awards) – 2011/12
5. Age
85.9% of all enrolled undergraduates were age 21 or under in 2011/12.
14.1% of all enrolled undergraduates were 22 or over in 2011/12 and 36.8% of all
students were 22 or over. The proportion of undergraduate students over the age of 36
has fallen year on year since 2007/8 as illustrated below.
Figure 12. Percentage of UG students by age over 21 (2005-13)
The age profile of undergraduate students varies across the University as illustrated in the
graph below.
19
Student Monitoring Data
Figure 13. Comparison of UG students aged over 21 by College (2010-13)
Benchmarking Data:
Current Students: Across all UK Universities in 11/12, 48.7% of students had been
aged 21 and Under on entry; the figure for Wales is 53.1%.
Cardiff University therefore has a lower proportion of older students than the UK and
the Wales average.
The postgraduate age profiles for 2011/12 were fairly similar for taught and research
students, with the 22-25 and 26-35 age bands each representing 30-40% of students,
followed by 36+ with about 20-25% and 21 and Under having under 10%.
Age: Admissions Data:
The proportion of offers made to all age groups under the age of 36 is largely in line with
those entering the University, whilst there is a slightly higher proportion of those over the
age of 36 who entered the University compared to the proportion who applied.
Among taught postgraduate applicants, the 21 and Under and 22 to 25 age groups
were relatively less likely to progress through the admissions stages than the older age
groups. By contrast, among research postgraduate applicants, the older age groups
(26+) were relatively less likely to proceed.
20
Student Monitoring Data
Figure 14. Age breakdown through the four stages of admissions, 2011/12
AR = Applications Received; OM = Offers Made; OA = Offers Accepted; UF = Unconditional Firm
UG = Undergraduate; PGT = Taught Postgraduate; PRG = Research Postgraduate
The majority of Schools have a high proportion of applications from those under the age of
21. However, the Schools of Nursing and Midwifery and the School of Healthcare are an
exception, and attract a high proportion of applicants over the age of 21. (For e.g. the
School of Nursing and Midwifery in 2011/12, 45.5 %of applications came from those over
21 and 67.9% of offers accepted were by those over the age of 21.)
Age: Progression and Attainment
Age
Progression:
Looking across the 3 academic years- 2010/11, 2011/12 and 2012/13, undergraduate
students in the 22 and over age groups appear to be less likely to progress at the end
of each year and more likely to be absent or to withdraw.
Table 11.a. 2011/12 Progression - undergraduate students Year 1-2.
Split by age (the % shows the proportion of the pool of each age group)
21
Progression
and
36
22-25
26-35
under
Award/progression
88.0%
and
All
over
85.1%
81.4%
68.8%
87.1%
21
Student Monitoring Data
Fail
5.9%
8.3%
6.2%
6.5%
6.1%
Withdrawn
4.1%
4.7%
9.3%
10.4%
4.5%
Absent
1.1%
0.7%
3.1%
6.5%
1.3%
Other
0.9%
1.1%
0.0%
7.8%
1.1%
Total
4898
276
194
154
5522
Table 11.b. 2011/12 Progression - undergraduate students Year 2 -3
Split by age (the % shows the proportion of the pool of each age group)
21
Progression
and
36
22-25
26-35
under
Award/progression
and
All
over
92.3%
87.0%
87.7%
85.7%
91.8%
Fail
3.7%
5.3%
4.9%
4.3%
3.9%
Withdrawn
2.1%
4.5%
3.7%
4.3%
2.3%
Absent
1.5%
2.8%
3.1%
4.3%
1.7%
Other
0.2%
0.4%
0.6%
1.4%
0.3%
Total
4420
246
163
70
4899
Table 11.c. 2011/12 Progression- undergraduate students – Final Year
Split by age (the % shows the proportion of the pool of each age group)
21
Progression
and
36
22-25
26-35
under
Award/progression
and
All
over
96.5%
91.8%
74.0%
68.7%
91.5%
Fail
1.4%
2.1%
4.0%
4.0%
1.9%
Withdrawn
0.5%
3.7%
10.6%
20.2%
3.6%
Absent
1.3%
0.9%
2.9%
3.1%
1.6%
Other
0.2%
1.5%
8.5%
4.0%
1.4%
Total
4825
534
520
652
6531
22
Student Monitoring Data
Attainment:
Data for the last 3 years indicate that of those that received a standard Undergraduate
award, the 36 and over age group were less likely to receive a 2:1, and more likely to
receive a 2:2 than the younger age groups. The age bands 22-25 and 26-35 were slightly
more likely to receive a first than average, but less likely to receive a 2:1 and more likely
to receive a 2:2. The 22+ age groups were more likely to receive a 2:2 or a Third class
degree in the last 3 years.
Table 12.a. Age and Degree attainment
Degree
2010/11
attainment
21 and
22-25
26-35
36+
under
First Class
16.3%
17.6%
20.2%
17.5%
2:1
56.2%
43.3%
42.3%
40.2%
2:2
24.1%
29.5%
30.7%
38.1%
Third Class
3.1%
8.6%
6.1%
4.1%
22-25
26-35
36+
Table 12.b.
Degree
2011/12
attainment
21 and
under
First Class
18.3%
20.6%
21.1%
13.8%
2:1
56.4%
43.9%
46.1%
37.6%
2:2
22.0%
29.1%
27.0%
41.3%
Third Class
2.7%
5.3%
5.9%
7.3%
22-25
26-35
36+
22.2%
19.7%
15.7%
Table 12.c.
Degree
2012/13
attainment
21 and
under
First Class
20.3%
23
Student Monitoring Data
2:1
57.6%
43.5%
45.5%
47.2%
2:2
19.6%
27.8%
29.8%
31.5%
Third Class
2.0%
6.5%
4.5%
5.6%
Figure 15. Undergraduate Attainment (Standard Awards) – 2011/12
6. Equality Data for the additional Protected Characteristics:
Cardiff University has commenced collection of student data for Sexual Orientation and
Religion / Belief at the point of enrolment from the start of the academic year 2013/14.
These have not been included as equality monitoring questions via UCAS but have
recently been added as optional data fields for HESA returns.
Based on advice from the Equality and Human Rights Commission indicating that
particular care needs to be taken when monitoring for gender identity the use and
publication of this data due to low numbers, the University does not currently propose to
collect statistical data for the protected characteristic of gender reassignment at this time
and other sources of information will be sought to inform relevant activities.
It is also not currently proposed that statistical data in relation to pregnancy and maternity
is collected due to the time-limited relevance of this data in relation to analysing impact.
24
Student Monitoring Data
The University will seek to find other ways of measuring the impact of pregnancy and
maternity e.g. via qualitative information.
Data in relation to marriage and civil partnership is not currently collected as this is not a
protected characteristic for the further and higher education provisions and therefore does
not extend to cover students.
25