Grade Inflation in Irish Universities?
Report for the University Council
Trinity College Dublin
Academic Secretary
November 2009
CONTENTS
Page
1.1
Introduction
2
1.2
Grade Point Average
1.3
The Pattern of 1 Class Grades 1994-2004 and 2005-2008
3
1.4
The Pattern of 2nd Class, Division 1 Grades 1994-2004 and
2005-2008
4
1.5
Full range of grades awarded by all seven Irish Universities in
the period 2005-2008
4
2.1
Leaving Certificate grade inflation
6
3.1
Commentary
6
Appendix A
Use of GPA in Irish Education System
8
Appendix B
Trinity College Dublin (TCD) breakdown by subject as
categorised by HEA
12
Appendix C
University College Dublin (UCD) breakdown by subject as
categorised by HEA
13
Appendix D
National University of Ireland Galway (NUIG) breakdown by
subject as categorised by HEA
14
Appendix E
University College Cork (UCC) breakdown by subject as
categorised by HEA
15
Appendix F
National University of Ireland Maynooth (NUIM) breakdown
by subject as categorised by HEA
16
Appendix G
Dublin City University (DCU) breakdown by subject as
categorised by HEA
17
Appendix H
University of Limerick (UL) breakdown by subject as
categorised by HEA
18
st
2
1
1.1
Introduction
Council at its meeting of the 30th September 2009 (Actum CL/09-10/008) requested
the Academic Secretary to prepare a position paper on grade inflation in Irish
universities. This paper covers the periods 1994-2004 and 2005-2008. The first
period was analysed in depth as part of a study by the ‘Network for Irish Educational
Standards’ (NIES) and the second period, prepared by Trinity College, builds on that
study. Both studies use the Higher Education Authority’s (HEA) published figures on
graduate totals and grade results.
The NIES is a web based forum which, according to their webpage, was founded in
response to the ‘growing threat’ of grade inflation ‘to the quality of our educational
qualifications1’. The network published on their webpage a series of papers
representing the findings of detailed studies of grade inflation in the Irish University
sector and the Institute of Technology sector. Data sourced from the HEA’s
published figures on graduate totals and grade results were analysed over the years
1994-2004 (excluding 2003 as these figures were not available at the time of the
study). The focus of the NIES study was on the proportion of First and Second Class
Division One (2.1) awards. The data for the 2005-2008 period, prepared by Trinity
College, focuses also on the proportion of First and Second Class Division One (2.1)
awards and on all other grades.
The proportion of firsts was calculated as a percentage of degree awards in each
University, excluding, where known, degrees that did not receive a classification. In
calculating the proportion of Second Class, Division 1 Degrees, it was necessary to
exclude those degree awards as being identified as undivided seconds.
In defining grade inflation the Network for Irish Educational Standards (2007) cite
Rosovsky and Hartley (2002) who cite Goldman (1985) as follows:
Grade inflation can be defined as an upward shift in the grade point average of
students over an extended period of time without a corresponding increase in
student achievement. (p.4)2
1.2
Grade Point Average
There are many different approaches to using grade point average (GPA) scores
across the educational systems. The use of GPA is prevalent in the US, North
American and Asian educational systems. Some Colleges offer a GPA for a module
and/or a term, and others use a cumulative GPA score which is the mean GPA from
all academic terms within a given academic year. The GPA system in the United
States reveals a very wide range of features and practices. Marks, for example,
count equally in some circumstances whilst in others they are weighted. The GPA
needed to graduate with honours varies between institutions.
In Ireland the use of GPA is rather sporadic. Since the introduction of modularisation
in UCD, GPA scores are also provided with grade results. The University of Limerick
uses a Quality Point Value (QPV) system. The Higher Education Training Awards
Council (HETAC) also uses GPA scores. It is interesting to note that the GPA/QPA and
degree award classifications are not uniform across these three systems. (See
Appendix A for more details.)
See www.stopgradeinflation.ie
Rosovsky, H., and Hartley, M. 2002, Evaluation and the Academy: Are We Doing the Right
Thing? Cambridge Mass.: American Academy of Arts and Sciences.
1
2
2
1.3
The Pattern of 1st Class Grades 1994 - 2004 and 2005 -2008
There are considerable variations in the grade results data returned to the HEA by
the Universities. University College Dublin (UCD) does not classify, at least in the
HEA returns, its ‘Arts’ award. General Arts in UCD accounts for over 1,000 students
representing a very high exclusion rate from the data, and distorts the UCD overall
findings. The Trinity study on the 2005-2008 period also excludes the UCD Arts
graduates. The figures for 2003 were not available at the time of the examination of
the 1994-2004 figures.
Table 1 presents the rates of award of First Class Honours grades in Primary Degrees
at the seven Irish universities between 1994 and 2004*.
Table 1
Year
TCD
UCD**
UCC
1994
6.8
9.4
6.5
1995
7.0
10.0
6.7
1996
6.5
8.1
7.6
1997
7.5
9.0
7.7
1998
8.1
8.0
8.6
1999
7.6
9.4
8.8
2000
7.8
10.6
10.1
2001
10.0
10.5
11.1
2002
9.1
11.7
12.3
2004
13.9
13.2
15.9
* Figures unavailable for 2003
** Figures to not include Arts Degrees at UCD
NUIG
7.4
9.4
9.1
10.4
8.8
10.0
10.2
11.7
16.3
14.8
NUIM
1.5
2.0
1.8
1.3
3.0
4.5
4.3
5.1
8.7
11.1
DCU
9.5
8.7
7.5
9.0
12.1
12.2
13.1
15.0
13.7
20.6
UL
7.2
7.6
8.9
10.1
8.2
8.8
10.1
10.5
10.1
11.7
Source: NEIS
Table 2 presents the rates of award of First Class Honours grades in Primary Degrees
at the seven Irish universities between 2005/06-2007/08 as collected by Trinity College.
Table 2
Year
TCD
UCD*
UCC
2005/06
14.8
7.1
18.1
2006/07
14.3
11.0
17.6
2007/08
15.4
10.5
17.8
* Figures to not include Arts Degrees at UCD
NUIG
15.6
17.8
15.9
NUIM
16.9
12.9
13.3
DCU
21.1
19.4
15.9
UL
13.6
15.9
14.9
The proportion of Trinity College students getting a 1st class honor grade in Trinity
College rose from 6.8% in 1994 to 13.9% in 2004, representing a 104% increase.
The award of 1st class honours grade in NUIM over the same period increased by
640%.
The 2005-2008 grade results appear slightly more stable in the case of TCD, UCC,
NUIG, and UL.
3
1.4 The Pattern of 2nd Class, Division 1 Grades 1994 - 2004 and 2005 -2008
Table 3 presents the rates of award of Second Class, Division 1 grades in Primary
Degrees at the seven Irish universities between 1994 and 2004*.
Table 3
Year
TCD
UCD**
UCC
NUIG
NUIM
DCU
UL
1994
23.2
34.4
29.1
30.9
9.4
41.5
21.2
1995
26.0
35.3
32.2
32.5
13.6
28.1
25.0
1996
22.6
30.5
31.8
28.6
18.5
33.1
27.0
1997
24.4
33.8
36.6
29.2
12.9
35.8
25.4
1998
21.9
34.4
34.5
32.5
12.0
33.7
27.6
1999
26.4
32.5
29.4
34.5
21.4
40.3
28.5
2000
29.7
34.0
39.2
36.8
21.2
41.4
28.6
2001
29.5
35.1
41.1
35.7
26.3
43.7
30.8
2002
33.7
36.6
41.7
37.1
28.6
43.7
32.4
2004
52.3
40.7
42.5
41.0
32.5
42.3
36.7
*Figures unavailable for 2003
Source NIES
** Figures to not include Arts Degrees at UCD
Table 4 presents the rate of award of Second Class, Division 1 grades in Primary Degrees at the
seven Irish universities between 2005/06-2007/08
Table 4
Year
TCD
UCD*
UCC
2005/06
43.8
22.1
52.9
2006/07
49.7
27.3
50.5
2007/08
50.2
24.0
51.3
* Figures to not include Arts Degrees at UCD
NUIG
45.3
42.0
45.3
NUIM
48.3
39.4
44.4
DCU
41.6
39.7
53.7
UL
34.0
37.1
35.4
The proportion of Trinity College students achieving a 2.1 honours grade in Trinity
College rose from 23.2% in 1994 to 52.3% in 2004, representing a 125% increase.
In the period 2005-2008 grade results appear slightly more stable.
1.5
Full range of grades awarded by all seven Irish Universities in the
period 2005-2008
Table 5 below shows the full range of grades awarded by all seven Irish universities
in the period 2005-2008. These data suggest that in the 2005-2008 period, the
award of First Class Honours grade has on average remained relatively constant in
NUIG, Trinity College, UCC and UL.
Considering the award of Second Class, Division 1 grade, there is no discernible
sectoral trend: in the case of Trinity there has been an increase from 44% to 50% in
this period, in DCU there is an increase from 42% to 54%, and in UCC a decrease
from 53% to 51%. Considering the award of 2.2 honours grade there is on average
no significant increase or decrease in the case of UCD, NUIG, TCD, UCC, and UL. The
pattern in NUIM and DCU is slightly more erratic.
There is, however, a significant decrease in the award of a pass degree grade in
Trinity College, from 14% in 2005/06 to 5% (180%) in 2007/08.
Appendices B-H provide detailed breakdown by subject classification for each of the
seven Irish universities across the period 2005-2008.
4
Institution
Table 5: Full range of grades awarded by all seven universities for the 2005-2008 period
Num
Grand
Total
0506
Num
Grand
Total
0607
Num
Grand
Total
0708
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
2
Class
%
0506
2
Class
%
0607
2
Class
%
0708
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
Pass
%
0506
Pass
%
0607
Pass
%
0708
Uncl
%
0506
Uncl
%
0607
Uncl
%
0708
TCD
2178
2206
2174
15
14
15
44
50
50
20
21
19
3
4
4
4
5
5
14
6
5
0.05
0.1
1
UCD
3265
3328
3284
7
11
10
22
27
24
12
13
11
0.3
1
1
0.3
0.2
0.3
6
7
5
31
39
46
NUIG
2279
2291
2124
16
18
16
45
42
45
24
23
25
5
6
8
2
2
1
8
9
4
0.1
0
0.05
UCC
2515
2691
2718
18
18
18
53
51
51
22
22
22
0
1
0
2
2
2
3
4
3
NUIM
1131
1091
1180
17
13
13
48
39
44
28
39
34
1
4
4
5
4
4
1104
1224
1204
21
19
16
42
40
54
25
27
22
5
5
7
8
9
1
1595
1594
1566
14
16
15
34
37
35
36
34
34
17
13
16
DCU
UL
Comparison of the following grades have not been shown since they are numerically negligible: UCD - Other 2% each year, Recommended 0.1% in 0506,
Not Applicable 19% in 05/06; NUIG - Other 1% in 07/08; TCD - Distinction 0.7% in 05/06, 0.4% in 06/07, 0.1% in 07/08, UCC - Other 3% each year.
Grade 2 is a general classification, for example, in TCD this classification is awarded in Medicine and Dental Science.
Pass refers to a Pass ordinary degree
5
2.1
Leaving Certificate grade inflation
In considering grade inflation at third level, it is important to assess trends at second
level. Table 6 below shows the changing profile of CAO points over the period 1995-2009.
It should be noted that the rate of grade inflation across individual Leaving Certificate
subjects differs depending on the subject.
Year
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
68,463
60,990
64,778
64,152
62,839
60,737
56,686
55,435
56,237
55,224
54,069
50,995
50,870
52,144
54,196
Table 6: Overall CAO points profile 1995 - 2009
<100 100 - 199
200 - 299
300 - 399
400 - 499 500+
%
%
%
%
%
%
19.9
19.2
19.7
21.9
15.5
3.8
18.9
18.0
19.8
22.1
17.0
4.2
18.2
18.6
19.4
22.1
17.1
4.6
14.9
19.0
20.5
22.7
17.8
5.1
13.0
17.8
20.5
23.9
19.0
5.7
12.4
16.7
20.5
25.5
19.1
5.7
11.8
16.1
20.4
25.4
19.7
6.7
12.1
15.7
20.2
25.1
20.1
6.7
11.3
15.1
20.3
25.6
20.4
7.3
11.9
14.7
19.4
25.4
20.7
7.9
11.7
14.9
19.1
25.4
20.9
8.0
11.6
15.0
19.4
24.7
20.9
8.4
11.2
14.7
19.0
24.7
21.7
8.7
11.5
14.3
19.0
25.4
21.2
8.6
12.2
14.1
18.4
25.3
21.5
8.5
Source: CAO website
The proportion of candidates achieving 500+ points has increased steadily from 3.8% in
1995 to 8.5% in 2009, representing an increase of 124%. The increase, however, from
2005 (8%) to 2009 (8.5%) is a more modest 6.25%.
The proportion of candidates achieving points in the 400-499 increased from 15.5% in
1995 to 21.5% in 2009, representing an increase of 38.7%. The increase, however, from
2005 (20.9%) to 2009 (21.5%) is 2.9%.
Overall the figures suggest that the increase in grade inflation has reached a plateau with
small variations only across the different point-bands since 2005. It is worth noting,
however, the significant grade inflation has been in the higher bands (400+ and 500+)
over the period 1995-2009.
3.1
Commentary
The figures presented by both studies in respect of degree and grade results awarded
across the seven universities are drawn from the Higher Education Authority’s published
figures. There are some important differences in practices across the universities with
regard to grades awarded and as such it is difficult to present an accurate comparative
picture of grade inflation across the sector. However, the figures show that there has
been grade inflation in higher education over the period 1994 to 2008, albeit the upward
trend seems to have reached a plateau in the past few years.
Grade inflation is a concern in the UK where similar patterns exist of an increasing
proportion of degrees awarded at the higher grade levels. ‘The Burgess Group Final
Report: Beyond the honours degree classification, 2007’ shows that almost 60% of new
graduates in 2005/06 received First or Upper Second class degrees. The proportion of
such degrees, according to the report, rose in almost all subjects between 1994 (54%)
6
and 2005 (60%). The report was commissioned by a higher education steering group of
Universities UK and was delivered by the Vice Chancellor of Leicester University, Professor
Burgess. He outlined more ways of detailing students’ achievements and believes the
honours degree classification system should be replaced by a new method of recording
students’ achievements. The report recommends developing a Higher Education
Achievement Report (HEAR) as the key vehicle for measuring and recording student
achievement. The two-page HEAR will give details of a student’s marks, will note nonacademic achievements and incorporate the European Diploma Supplement. The aim of
the Diploma Supplement is to present more detailed information about the programme
and award in order to facilitate comparability of awards across the participating member
states.
In stark terms, it could be concluded that the academic worth of a primary degree from
Irish universities (and UK universities) since 1994 has been devalued significantly. While
the trend especially in the period from 1994 to 2004 is worrying, it could also be
explained, at least in part, by improved learning and teaching, and fairer and more
transparent assessment regulations. Even allowing for these considerations, there is still
the problem of employers (including academic institutions) being able to identify the best
graduate. The increase in 1st class honours means that there is a ‘ceiling effect’ for the
very best, because the distribution of grades is concentrated around the ceiling. The award
of gold medal in Trinity College goes some way towards differentiating the best students
within this class of degree award 3. Further, the 2.1 grade has become the majority grade
and it is becoming increasingly difficult to differentiate between holders of qualifications.
Employers and graduate education providers can only impute a relative comparative value
based on the reputation of the university and/or the subject within that university when
discerning between the degree from Irish university A or B, or for that matter, between an
Irish university and a UK university.
It could be argued that the use of Grade Point Average calculation would provide greater
differentiation. While this is true in that the use of GPA distinguishes between a low and a
high first class honours degree award, it does not necessarily solve the problem of grade
inflation or achieving comparative standards across the sector.
In conclusion, there is no doubt that the Irish higher education sector has experienced
significant grade inflation over the period 1994-2008, however, the upward trend has, it
would appear, slowed down and remained relatively stable in the past four to five years.
The reasons for grade inflation are not entirely clear, but increased student participation,
greater assessment transparency, greater focus on learning outcomes, greater student
and parental expectations, and, of course, lower standards, have all probably contributed
in one way or another to this phenomenon4. The proliferation of Master level degrees
requiring a 2.1 honours grade in the primary degree is also likely to be a significant factor
in grade inflation at this level.
Patricia Callaghan
Academic Secretary
November 2009
3
In 1994 Trinity College awarded 21 Gold Medals and 65 were awarded in 2008.
4
For discussion on possible causes of grade inflation, Council is referred to the work of The Network
for Irish Educational Standards.
7
APPENDIX A: Use of GPA in Irish Education System
Table 1 Use of GPA and Degree Classification in the Irish universities and the DIT
Institution
UCD
GPA
Yes
DCU
No
UCC
No
UL
Yes
System
*Degree GPA, 3 modes:
1. Final Stage Only (All modules)
2. Final & Penultimate stages
unweighted (50:50)
3. Final & Penultimate stage
weighted
Final stage modules contribute
70% and the penultimate stage
modules contribute 30% to the
degree GPA.
QPV (Quality Point Value)
** full cumulative performance
over the complete programme
NUIG
No
NUIM
No
DIT
No
Honors Classification
First Class Honours
GPA of 3.68 plus
Second Class Honours Grade I GPA of 3.08
– 3.67
Second Class Honours Grade II GPA of 2.48
– 3.07
Pass
GPA of 2.00 – 2.47
First Class Honours – 70% plus
Second Class Honours Grad I – 60% plus
Second Class Honours Grad II – 50% plus
Third Class Honours – 40% plus
First Class Honours – 70% plus
Second Class Honours Grade I – 60% plus
Second Class Honours Grade II – 50% plus
Third Class Honours – 45% plus
***Award Classification
Quality
Credit Average
First Class Honours
3.40
Second Class Honours Grade I (2.1)
3.00
Second Class Honours Grade II (2.2)
2.60
Third Class Honours
2.00
First Class Honours – 70% plus
Second Class Honours Grade 1 – 60% plus
Second Class Honours Grade 2 – 50% plus
Third Class Honours – 45% plus
Standard Pass – 40% plus
First Class Honours – 70-100%
Second Class Honours Grade I – 60-69%
Second Class Honours Grade II – 50-59%
Third Class Honours – 45-49%
Pass – 40-44%
First Class Honours - ≥ 70%
Second Class Honours Upper Division 60 69%
Second Class Honours Lower Division 5059%
Pass 40-49%
1.
University College Dublin.
UCD defines GPA as the numeric average of the grades achieved. There are four types of GPA that
are calculated: Semester GPA, Stage GPA, Compensation GPA, and Degree (or Programme) GPA.
8
Semester GPA
The semester GPA is the weighted average of the grade points awarded for all modules attempted
during the semester, where the grade point for each module is weighted by the credit value of the
module.
Stage GPA
The stage GPA is the weighted average of the grade points awarded for the final successful attempt at
all modules from the approved programme of study for that stage or programme which have been
completed and passed, where the grade point for each module is weighted by the credit value of the
module.
Compensation GPA.
The Compensation GPA is calculated where a student has completed an attempt at a stage to
determine whether any E grades can be considered compensated, and includes all modules from that
stage, including failed modules. It does not include extra credit modules. The Compensation GPA is
calculated by multiplying the grade point value for each module by the number of credits assigned for
the module, summing the resultant values, and dividing by the total number of credits for the stage.
Degree (Programme) GPA
The programme GPA is the weighted average of the grade-points awarded for the final successful
attempt at all modules from the approved programme of study which have been completed and passed
to satisfy the credit requirements of the programme, where the grade-point for each module is weighted
by the credit value of the module.
Where the programme is completed in two stages, the grades from both stages contribute to the
programme GPA.
Examples of GPA scales below:
* UCD Grade Point Scale
MODULE
GRADE POINT
DESCRIPTION
A+
4.2
A
4.0
A3.8
Excellent
B+
3.6
B
3.4
B3.2
Very good
C+
3.0
C
2.8
C2.6
Good
D+
2.4
D
2.2
D2.0
Acceptable
E
1.6
Fail (marginal, may be compensated)
F
1.0
Fail (unacceptable, cannot be compensated)
G
0.4
Fail (wholly unacceptable, cannot be compensated)
NG
0
No grade (No work was submitted by the student or
student was absent from the assessment, or work submitted did not merit a grade.)
2.
University of Limerick
**Limerick University
Grade
Award Equivalent
A1
First Honours
A2
First Honours
B1
Honours 2.1
B2
Honours 2.1
QPV System
QPV
4.00
3.60
3.20
3.00
9
B3
C1
C2
C3
D1
D2
F
NG
G
Honours 2.2
Honours 2.2
Third Honours
Third Honours
Compensating Fail
Compensating Fail
Fail
Fail
Audit
2.80
2.60
2.40
2.00
1.60
1.20
0.00
0.00
0.00
In the case of programmes that consists of a part 1 and part 2 structure, the award and award
classification shall be made on the basis of performance of candidates in part 2 only of such
programmes. Where there are more than two years in part 2 of the programme, a relative weighting of
1:2:2 shall be assigned to years one, two and three of the part 2, respectively. In the case of all other
programmes, the award of the degree shall be based on the candidate’s full cumulative performance
over the complete programme.
3.
Higher Education Training and Awards Council (HETAC)
HETACT defines GPA as “the credit-weighted mean of the grade-point values for the constituent
modules.”
Assessment and programme structures
Programmes are normally divided into stages and modules. Modules and stages are sub-programmes
within programmes. Conceptually, a stage is a rung on a progression ladder. It may comprise a set of
modules at a similar level. Typically the National Framework of Qualifications level of the intended
learning outcomes of constituent modules increases as a learner progresses through successive stages
of a programme. Even in cases where modules are not taken in parallel the stage concept is important
for grouping modules with the same level (NFQ) of learning and requiring a similar level of maturity in
the relevant discipline. Full-time learners study all the modules in a stage in parallel while part-time
learners may study as few as one module at a time. Staged programmes are frequently organised in
semesters. A semester is a period of time equal to half of an academic year. Often it corresponds to a
30 credit stage that extends to at least half of an academic year.
4. A common method of calculating GPA in US Universities
Definition of Terms:

Credit Hours – the hours assigned to a course, this number is listed in both the schedule of
classes and the catalogue and is usually 1 to 5 hours.

Grade Value – the numerical value assigned to a grade; A = 4 points, B = 3 points, C = 2 points,
D = 1 point, and F = 0 points.

Grade Points – number of credit hours for a course times the grade value.

Attempted Hours – credit hours where a grade is earned; note: WF is the same grade as an F
and counts in attempted hours.

Earned Hours – credit hours passed (with a grade of D or higher)

Duplication – when the same course is taken a second time, the first grade can be deleted from
the GPA and the duplication form is turned in prior to earning the grade (excluding I’s, P/NP, or
W’s) three or more times; if a duplication form has been filled only the first grade is removed
from the GPA and each course attempt after first is included in the GPA
10
Standard G.P.A. Calculation:
1. Multiply the grade value of the course by the semester hours for that course. The product of this
multiplication will be the grade points.
2. Divide the cumulative grade points by the cumulative attempted hours.
Example:
Course
Grade Value
(Times)
Credit Hours
Attempted
(Equals)
Grade Points
MATHS 1100
A=4
X
3
=
12
ENGL 1310
B=3
X
3
=
9
GEOL 1610
C=2
X
4
=
8
PHED 1000
D=1
X
3
=
3
PSCI
F= 0
X
3
=
0
Totals:
16
32
Divide 32 (Grade Points Column) by 16 (Credit Hours Attempted Column) and the G.P.A = 2.00
Duplicating Courses & G.P.A. Calculation –
1. Subtract the number of hours you are duplicating, see definition above, from the total hours
attempted for all semesters.
2. Subtract the grade points (if any) for the courses you are duplicating from the total number of
grade points earned for all semesters.
3. Divide the new total hours attempted by the new grade points earned for the corrected GPA.
4. File a duplication form in the Registrar’s Office to officially correct your GPA.
Note: Only the first course attempt can be removed from your GPA, additional attempts are called
“repeats” and are averaged into your GPA.
11
Appendix B. Trinity College Dublin (TCD) breakdown by subject as categorised by HEA :
Table i.% comparison of Honours Bachelor Degrees obtained by TCD FT students in the academic years 2005/06, 06/07, 07/08 by field of study and class of award (based on HEA official stats)
Fields of
study
Education
Sciences
Humanities
and Arts
Social
Science,
Business and
Law
Science
Engineering,
Manufacturing
and
Construction
Health and
Welfare
Combined
Totals
Fields of
study
Education
Sciences
Humanities
and Arts
Social Science,
Business and
Law
Science
Engineering,
Manufacturing
and
Construction
Health and
Welfare
Combined
Totals
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
1
9
6
8
62
53
7
14
13
19
15
13
56
57
58
20
23
22
15
18
21
68
64
67
15
17
21
16
18
41
50
50
31
23
27
24
35
39
38
12
9
12
35
32
15
10
14
15
44
60
50
Num
Grand
Total
0506
Num
Grand
Total
0607
Num
Grand
Total
0708
242
247
241
351
399
381
493
429
455
365
360
367
155
179
173
572
572
557
0
2178
20
2206
0
2174
2
Class
%
0506
2
Class
%
0607
2
Class
%
0708
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
Pass
%
0506
Pass
%
0607
Pass
%
0708
Uncl
%
0506
0.4
1
79
13
15
0.4
1
2
3
4
3
3
10
0.4
1
1
2
0.2
1
29
26
6
6
5
1
37
27
32
3
7
6
1
1
1
33
17
19
18
10
14
15
11
9
10
15
16
12
50
20
20
21
19
3
4
4
4
10
5
5
14
6
5
Uncl
%
0607
Uncl
%
0708
Dis
%
0506
Dis
%
0607
Dis
%
0708
12
5
1.2
0.3
1
0.8
0.3
0.5
0.2
0.4
0.1
0.3
0.3
0.05
0.1
1
0.7
12
Appendix C. University College Dublin (UCD) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by UCD FT students in the academic years 2005/06, 06/07, 07/08 by field of study and class of award (based on HEA official stats)
Fields of
study
Humanities &
Arts
Social
Science,
Business &
Law
Science
Engineering,
Manufacturing
and
Construction
Agriculture
and
Veterinary
Health and
Welfare
Totals
Fields of
study
Humanities &
Arts
Social Science,
Business &
Law
Science
Engineering,
Manufacturing
and
Construction
Agriculture
and Veterinary
Health and
Welfare
Totals
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
2
Class
%
0506
2
Class
%
0607
2
Class
%
0708
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
Other
H
0506
%
Other
H
0607
%
Other
H
0708
%
Pass
%
0506
Pass
%
0607
Pass
%
0708
0.1
6
18
8
34
53
27
9
10
6
16
22
16
32
42
32
17
20
13
16
21
21
39
36
43
34
34
12
10
15
38
39
32
39
10
8
16
23
20
23
7
11
10
22
27
24
Rec
%
0506
Rec
%
0607
Rec
%
070
8
1
0.1
0
0
Not
Not
Applic Applic
0506 0607
%
%
74
100
100
0.3
25
17
58
6
6
5
6
8
32
31
9
8
5
38
38
11
13
15
1
15
17
14
3
5
5
1
12
13
11
0.3
1
1
2
Num
Grand
Total
0708
26
1069
1114
604
25
830
812
1275
20
461
464
461
3
301
305
318
0.5
218
217
183
2
386
416
443
3265
3328
3284
0
Uncl
%
0708
1
Num
Grand
Total
0607
0
Uncl
%
0607
0.4
Num
Grand
Total
0506
19
Not
Applic
0708
%
Uncl
%
0506
0.3
2
0.2
2
0.3
19
19
18
28
32
23
2
2
2
6
7
5
31
39
46
13
Appendix D. National University of Ireland Galway (NUIG) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by NUIG FT students in the academic years 2005/06, 06/07, 07/08 by field of study
and class of award (based on HEA official stats)
Fields of
study
Humanities
and Arts
Social
Science,
Business and
Law
Science
Engineering,
Manufacturing
and
Construction
Health &
Welfare
Services
Totals
Fields of study
Humanities and
Arts
Social Science,
Business and
Law
Science
Engineering,
Manufacturing
and Construction
Health & Welfare
Services
Totals
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
37
3
5
2
23
23
1
0.3
2
14
15
21
2
17
14
23
1
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
7
7
7
51
49
53
36
38
18
20
18
55
55
56
25
20
23
25
42
40
47
40
46
36
41
36
36
6
9
10
1
26
16
29
18
7
16
53
45
Pass
%
0506
Pass
%
0607
2
2
1
2
2
1
23
21
5
2
4
29
11
8
31
29
9
0.4
78
45
42
11
24
7
23
2
Class
%
0607
60
70
5
6
8
Num
Grand
Total
0708
845
785
749
594
574
577
424
416
332
5
217
242
184
19
180
19
2279
246
28
2291
253
27
2124
4
Uncl
%
0506
Uncl
%
0607
Uncl
%
0708
0.1
0.5
0.1
0
0.05
2
Class
%
0708
64
Num
Grand
Total
0607
Pass
%
0708
Num
Grand
Total
0506
7
25
2
Class
%
0506
2
2
1
Other
%
0506
0
Other
%
0607
0
Other
%
0708
7
1
14
Appendix E. University College Cork (UCC) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by UCC FT students in the academic years 2005/06, 06/07, 07/08 by field of study
and class of award (based on HEA official stats)
Fields of
study
Education
Sciences
Humanities
and Arts
Social
Science,
Business and
Law
Science
Engineering,
Manufacturing
and
Construction
Health and
Welfare
Totals
Fields of study
Education
Sciences
Humanities and
Arts
Social Science,
Business and
Law
Science
Engineering,
Manufacturing
and Construction
Health and
Welfare
Totals
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
2
Class
%
0506
2
Class
%
0607
2
Class
%
0708
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
Other
%
0506
Other
%
0607
Other
%
0708
Pass
%
0506
Pass
%
0607
Pass
%
0708
100
14
13
14
60
59
57
24
25
27
2
2
2
0.5
1
1
16
18
17
61
55
58
21
23
21
2
2
3
0.5
1
1
27
22
22
51
49
50
19
25
24
2
4
4
0.4
0
0.4
31
38
42
38
33
31
25
24
23
1
2
4
5
2
1
12
12
13
32
38
42
20
14
17
18
18
18
53
51
51
22
22
22
Num
Grand
Total
0506
Num
Grand
Total
0607
Num
Grand
Total
0708
0
2
0
644
669
588
811
856
875
510
503
519
177
144
142
373
517
594
2515
2691
2718
4
0
1
0.3
0
2
2
0.2
20
16
14
14
16
13
2
3
3
3
3
4
3
15
Appendix F. National University of Ireland Maynooth (NUIM) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by NUIM FT students in the academic years 2005/06, 06/07, 07/08 by field of study
and class of award (based on HEA official stats)
Fields of study
Humanities and Arts
Social Science, Business
and Law
Science
Engineering, Manufacturing
and Construction
Health and Welfare
Totals
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
3
Class
H
0506
%
3
Class
H%
0607
3
Class
H%
0708
Pass
%
0506
Pass
%
0607
Pass
%
0708
Numerical
Grand
Total
0506
Numerical
Grand
Total
0607
Numerical
Grand
Total
0708
9
7
8
53
40
43
31
45
40
1
3
3
6
5
5
630
622
631
20
11
15
43
42
49
29
37
30
1
5
5
6
5
1
234
210
266
33
28
25
40
36
44
20
28
25
3
5
4
4
3
2
228
226
254
39
50
20
22
19
40
22
19
27
6
6
13
11
6
18
16
15
10
17
6
13
13
71
48
53
39
29
44
19
28
41
39
57
34
1
4
7
4
5
4
21
1131
17
1091
14
1180
7
4
16
Appendix G. Dublin City University (DCU) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by DCU FT students in the academic years 2005/06, 06/07, 07/08
by field of study and class of award (based on HEA official stats)
Fields of
study
Education
Sciences
Humanities
and Arts
Social
Science,
Business &
Law
Science
Engineering,
Manufacturing
&
Construction
Health and
Welfare
Totals
3
Class
H
0506
%
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
2.2
Class
%
0708
3
Class
H%
0607
3
Class
H%
0708
Numerical
Grand
Total
0506
Numerical
Grand
Total
0607
Numerical
Grand
Total
0708
33
27
17
40
38
51
27
33
24
8
2
15
55
63
12
14
14
67
59
66
15
20
16
4
6
7
150
158
140
23
21
13
50
49
59
20
22
20
6
6
9
437
521
513
30
26
26
25
25
39
27
26
24
8
13
11
9
10
232
252
212
20
21
40
23
18
40
33
33
13
18
15
6
6
13
88
67
52
12
8
8
30
24
51
38
47
31
8
12
10
13
9
182
171
224
21
19
16
42
40
54
25
27
22
5
5
7
8
9
1104
1224
1204
Pass
%
0506
Pass
%
0607
Pass
%
0708
2
1
17
Appendix H. University of Limerick (UL) breakdown by subject as categorised by HEA:
Table i.% comparison of Honours Bachelor Degrees obtained by UL FT students in the academic years 2005/06, 06/07, 07/08
by field of study and class of award (based on HEA official stats)
Fields of study
Education Sciences
Humanities and Arts
Social Science, Business and Law
Science
Engineering, Manufacturing and
Construction
Agriculture and Veterinary
Health and Welfare
Totals
1
Class
H%
0506
1
Class
H%
0607
1
Class
H%
0708
2.1
Class
%
0506
2.1
Class
%
0607
2.1
Class
%
0708
2.2
Class
%
0506
2.2
Class
%
0607
21
20
9
17
21
18
13
12
45
16
9
20
47
38
33
23
47
38
37
27
45
46
36
23
25
33
45
29
26
38
39
35
17
20
18
23
32
26
31
11
9
14
18
15
16
20
10
15
47
42
34
9
42
37
27
47
35
5
32
36
2.2
Class
%
0708
3
Class
H%
3
Class
H%
0607
3
Class
H%
0708
Numerical
Grand
Total
0506
Numerical
Grand
Total
0607
Numerical
Grand
Total
0708
9
28
41
35
7
9
13
30
6
7
11
27
1
10
14
23
191
134
650
179
217
194
607
147
76
189
583
177
25
32
29
23
24
229
211
324
55
33
34
47
30
34
37
17
17
18
10
13
7
12
16
19
193
1595
11
207
1594
15
202
1566
18