1 Assessment of performance

We used the access and participation dataset provided by the Office for Students to complete our assessment with reference to other measures where appropriate. We have presented percentage data for key underrepresented groups at the University and have compared our performance to the higher education sector in 2017-18. In using POLAR4 data, we have made comparisons between the ‘least/most’ represented groups in higher education (quintiles 1 and 5) and ‘low/high’ participation groups (quintiles 1-2 and 3-5), across all stages of the student lifecycle. We have examined beneath the broad ethnicity (BAME) and disability categories, as we know that these can mask significant inequalities. We have compared performance within these categories to ‘white’ and ‘no known disability’ respectively.

• 1.1 Higher education participation
• 1.2 Black, Asian and minority ethnic students
• 1.3 Mature students
• 1.4 Disabled students
• 1.5 Care leavers
• 1.6 Intersections of disadvantage
• 1.7 Other groups who experience barriers in higher education
• 1.8 Conclusions

1.1 Higher education participation

Table 1: POLAR4 quintile 1 (all UG, full-time, UK domiciled)

Data: OfS access and participation dataset

Our full-time student cohort is characterised by a high intake of POLAR4 Q1 entrants (24.4% in 2017-18) which increased by 2.9pp over 2013-18 and was 14.4pp ahead of the sector average in. Our intake of POLAR4 Q5 students decreased by 0.6% over the same period (14.7% in 2017-18).

In maintaining this gap, we are making a vital contribution to the national position - OfS key performance measure 1: Gap in participation between most and least represented groups. In 2017-18, 25.5% of our full-time entrants had a permanent home address within the most deprived areas (quartile 1) of England (EIMD 2015) (sector - 21.6%) and 23.9% of our full-time entrants had been eligible for ‘free school meals’ (sector - 20.8%). These figures reveal the significant level of deprivation facing our students at the point of their entry to higher education.

The continuation rate of our POLAR4 Q1 students decreased by 2.0pp over 2012-17. We are 2.0pp behind the sector and the gap is widening. The continuation gap between our POLAR4 Q5 and Q1 students increased by 1.0pp over 2012-17 and stands at 5.0pp (sector 5.0pp).

The degree outcomes (1sts and 2:1s) of our POLAR4 Q1 students increased by 5.0pp over 2013-18 (sector 5.2pp). The attainment gap between our POLAR4 Q5 and Q1 students remained at 7.0pp over 2013-18 (sector 9.5pp).

We analysed intersections (POLAR4, ethnicity, IMD and gender data) to understand where the largest gaps exist for students. This revealed our most significant gaps are between students from IMD Q1 and Q5. Our own research demonstrates substantial overlap between these measures; students from POLAR4 Q1 neighbourhoods are also likely to be from IMD Q1.

The progression of our POLAR4 Q1 students increased by 15.0pp over 2013-18 (69.0%). We are in line with the sector average (68.8%) and are now improving at a faster rate. The progression gap between our POLAR4 Q5 and Q1 students increased by 3.0pp over 2013-18 and stands at 3.0pp (sector 6.0pp).

1.2 Black, Asian and minority ethnic students

Table 2: BAME (all UG, full-time, UK domiciled)

Data: OfS access and participation dataset

The ethnic profile of our full-time student body is changing. Our proportion of white entrants decreased by 4.0pp over 2013-18 while full-time BAME entrants increased by 4.0pp (a 60% increase in headcount from 2013-18). The City of Derby has a BAME population of 19.7% and the East Midlands region 8.5% (ONS, 2011 Census). As BAME students accounted for 24.0% of our new full-time intake in 2017-18, we feel confident that our student body is representative of the communities that we serve.

The continuation rate of our BAME students decreased by 3.0pp over 2013-18. We are now 2.0pp behind the sector average and the gap is widening. Disaggregating BAME into sub-categories reveals that the largest decrease was for black students (5.0pp). The continuation gap between our white and BAME students grew by 2.6pp over 2013-18 and now stands at 3.8pp (sector 3.3pp).

The degree outcomes (attainment of 1sts and 2:1s) of our BAME students increased by 8.0pp over 2013-18 to 63.0% and we are 5.8pp behind the sector average (68.8%) in 2017-18. The attainment gap between our white and BAME students decreased by 6.0pp over 2013-18 and now stands at 8.0pp (sector 13.2pp). Disaggregating BAME into sub-categories reveals that the largest increase in attainment over this period was amongst mixed ethnicity (11.0pp) and Asian (10.0pp) students.

The attainment gap between our white and black students decreased by 2.5pp over 2013-18 and now stands at 16.3pp (sector 23.1pp). While this is not a ‘significant gap’ within the OfS dataset, continuing our strong progress in this area is a priority for us. Our efforts to close this gap will make a vital contribution to the national position - with reference to OfS key performance measure 4: Gap in degree outcomes (1sts and 2:1s) between white and black students.

The progression rate of our BAME students increased by 16.0pp over 2013-18. We are now level with the sector average (70.0%) in 2017-18 and improving at a faster rate. Disaggregating ethnicity into sub-categories reveals the largest increase was amongst students identifying as mixed (22.0pp). The progression gap between our White and BAME students increased by 2.8pp over 2013-18 and now stands at 5.6pp (sector 4.0pp).

Table 3: BAME (all UG, part-time, UK domiciled)

Data: OfS access and participation dataset

Our part-time student body is more ethnically diverse than the sector average. The proportion of our part-time BAME entrants grew by 7.2pp over 2013-18 and now stands at 21.3%. This is 6.8pp higher than the sector average (14.5%) for this measure in 2017-18. Our proportion of white entrants decreased by 7.2pp over the same period and now stands at 78.7% (sector 85.0%).

The continuation rate of our BAME students increased by 12.0pp over 2011-16. We are now 10.1pp ahead of the sector average (2015-16 cohort) and the gap is widening. Disaggregating BAME into sub-categories reveals the largest increase was for black students (15.0pp). The continuation gap between our white and BAME students decreased by 2.0pp over 2012-17 and stands at 1.0pp (sector 6.5pp).

The degree outcomes (1sts and 2:1s) of our BAME students remained static (32.0%) over 2013-18. We remained in line with the sector average (32.2%) over 2013-18. The attainment gap between our white and BAME students increased by 6.0pp over 2013-18 and now stands at 37.0pp (sector 28.3pp). Disaggregating BAME into sub-categories revealed that the largest increase in attainment was amongst black students (5.0pp). The attainment gap between our white and black students remained at 39.0pp in over 2013-18 (sector 35.1pp) - these are ‘significant gaps’ within the OfS dataset.

Addressing these gaps are priority areas for us over 2020-21 to 2024-25. We do not have progression data for the 2016-17 cohort due to low numbers, but our performance mirrored the sector average for the 2015-16 cohort (70.1%).

1.3 Mature students

Table 4: Mature 21+ (all UG, full-time, UK domiciled)

Data: OfS access and participation dataset

The proportion of our mature full-time entrants grew by 6.7pp over 2013-18 and now stands at 34.5%. This is 6.7pp higher than the sector average for this measure in 2017-18 (27.8%). 

We recognise the significant challenges faced by our full-time mature students in juggling a range of commitments. Our performance in this area demonstrates our understanding of the specific needs of mature students and our resulting high level of tailored support provided to mature students. Continuation of mature students decreased by 0.3pp over 2013-18. We are 2.1pp ahead of the sector average and the gap is widening. The continuation gap between our young/mature students decreased by 1.3pp over 2013-18 and now stands at 2.8pp (sector - 7.4pp).

The degree outcomes (1sts and 2:1s) of our mature students increased by 4.0pp over 2013-18 to 86.9%. We are 1.0pp ahead of the sector average and improving at the same rate. The attainment gap between our mature/young students increased by 0.4pp over 2013-18 and is now 2.9pp (sector -10.2pp).

The progression rate of our mature students increased by 12.0pp over 2012-17 cohorts to 81.0%. We are 5.3pp ahead of the sector average and improving at a faster rate. The progression gap between our mature and young students decreased by 8.5pp over 2013-18 and is now 8.7pp (sector - 3.4pp).

Table 5: Mature 21+ (all UG, part-time, UK domiciled)

Data: OfS access and participation dataset

Our part-time student intake is dominated by mature students although the gap between mature and young students closed by 6.9pp over 2013-18. We have maintained our part-time mature intake during the sector downturn through our commitment to establishing flexible, online study routes for students through our University of Derby Online Learning (UDOL) platform. Our part-time headcount decreased by 4.5% over 2013-18. The sector decrease was 24.4% over this period.

We recognise the significant challenges faced by our part-time mature students who balance their professional and personal lives against the additional demands of higher education study. Our performance in this area demonstrates our understanding of the challenges faced by our part-time mature students and the high level of support we thus provide. The continuation rate of our mature students increased by 10.0pp over 2012-17 and now stands at 67.6%. We are 5.8pp ahead of the sector average (61.8%) and the gap is widening.

The degree outcomes (1sts and 2:1s) of our mature students decreased by 1.0pp over 2013-18 (64.0%, 2017-18). We are 6.2pp ahead of the sector (57.8%) and improving at the same rate.

The progression rate of our mature students increased by 8.0pp over 2012-17 and now stands at 90.0% for the 2016-17 cohort - 14.2pp ahead of the sector (75.8%) and improving at a faster rate.

1.4 Disabled students

Table 6: Disabled (all UG, full-time, UK domiciled)

Data: OfS access and participation dataset

The proportion of our disabled full-time entrants grew by 2.7pp over 2013-18 and now stands at 17.5%. This was 2.9pp higher than the sector average in 2017-18 (14.6%).

The continuation rate of our disabled students plateaued at 91% over 2013-18. We are 1.6pp ahead of the sector average for this measure. Disaggregating disability into sub-categories reveals that the greatest decline over 2012-17 was for students who had disclosed mental health disabilities (-4.0pp). In contrast to the sector, our disabled students continue their studies at a higher rate than students not known to be disabled. This “positive” gap increased by 1.3pp over 2012-17 and now stands at 2.6pp. We have placed great emphasis on providing first class support mechanisms for our disabled students, and ensuring that diminished support through the Disabled Students’ Allowance did not have an adverse effect on their studies.

The degree outcomes (1sts and 2:1s) of our disabled students increased by 3.0pp over 2013-18. We are 10.9pp behind the sector average for this measure. The attainment gap between our nondisabled and disabled students increased by 1.3pp over 2013-18 and stands at 4.5pp in 2017-18 (sector 2.8pp). Disaggregating disability into sub-categories reveals that the attainment of students disclosing cognitive or learning disabilities decreased by 6.0pp over 2013-18 and is now 17.3pp behind the sector average. While these are not statistically significant gaps, we are committed to securing equitable outcomes for our disabled students and helping to secure improvements at national level (OfS key performance measure 5: Gap in degree outcomes between disabled and non-disabled students). This will be a priority area within our access and participation plan. The degree outcomes (1sts and 2:1s) of students disclosing mental health disabilities increased by 14.0pp over 2013-18.

The progression rate of our disabled students increased by 22.0pp over 2012-17 and now stands at 74.0%. We are 2.5pp ahead of the sector average and improving at a faster rate. Disaggregating disability into sub-categories reveals that the progression of students disclosing sensory, medical or physical impairment disabilities increased by 25.0pp over 2012-17 to 74% and is now 13.8pp ahead of the sector average. The progression of students disclosing mental health disabilities increased by 15.0pp over 2012-17. We are 10.8pp ahead of the sector average for this measure.

Table 7: Disabled (all UG, part-time, UK domiciled)

Data: OfS access and participation dataset

The proportion of our disabled part-time entrants grew by 2.6pp over 2013-18 to 8.9%. We are 6.1pp behind the sector average (15.0%). Numbers of part-time disabled students are too low to provide an assessment of success by disability type.

The continuation of our disabled students increased by 8.0pp over 2011-16 to 72.0%. We are 13.7pp ahead of the sector average and the gap is widening. As per our full-time students, and again in contrast to the sector, a continuation gap has formed between our part-time disabled and non-disabled students - 3.7pp for our 2015-16 entrants who continued into the second year of study by 2017-18 (sector -5.9pp).

The degree outcomes (1sts and 2:1s) of our disabled students decreased by 5.0pp over 2013-18. We are 1.0pp behind the sector average for this measure. The attainment gap between our nondisabled and disabled students increased by 8.0pp over 2013-18 and now stands at 10.0pp in 2017-18 (sector 4.3pp).

The progression rate of our disabled students remained at 75.0% over 2012-17. We are 8.3pp ahead of the sector average and improving at a faster rate. The progression gap between our non-disabled and disabled students increased by 9.0pp over 2012-17 and was 12.0pp for the 2016-17 cohort (sector 7.7pp).

1.5 Care leavers

Table 8: Care leavers (all UG, full-time, UK domiciled)

Data: HESA Student Return

Care leavers accounted for 1.1% of our full-time entrants in 2017-18. Continuation (91.0%), degree outcomes (1sts and 2:1s) (83.0%) and progression to highly skilled employment or higher study (80.0%) rates are above the University average for this group. We are unable to benchmark our position against the sector due to the unavailability of this data.

1.6 Intersections of disadvantage

Our assessment of performance led us to identify differential levels of success (continuation and attainment) between our full-time students from high and low-participation neighbourhoods and deprivation quintiles. We have undertaken additional intersectional analysis (combining POLAR4, IMD, ethnicity and gender data) to pinpoint where our most significant gaps are and where we need to target our efforts through our access and participation plan. This analysis revealed that students from IMD quintile 1 (high deprivation) had amongst the lowest rates of continuation (85.2%) and degree outcomes (1sts and 2:1s) (60%) in 2017-18 and the gaps are widening with students from quintile 5. We did not identify significant gaps for further investigation when comparing our POLAR4, IMD data with ethnicity and data.

1.7 Other groups who experience barriers in higher education

We have not included wider groups (carers, people estranged from their families, people from Gypsy, Roma and Traveller communities, refugees and children from military families) in our assessment due to a lack of available data for these groups. We are working with our partners to develop the capability and capacity to track these important groups across the student lifecycle and ensure that we are able to capture their experiences and outcomes in our future submissions.

1.8 Conclusions

The findings from our assessment of performance align with our existing institutional understanding of our student population and their success at each stage of the student life cycle. For instance, our evidence-informed approach to supporting students with differing needs is reflected in our performance for mature students, in contrast to the sector. Furthermore, continuous monitoring, institutional focus, and targeted investment have resulted in achievements at both ends of the student life cycle, thereby contributing to closing the sector gaps for access and progression. We will continue our work in these areas in line with the University’s Strategic Framework 2018-30.