Degree outcome statement 2022/23

The proportion of students awarded good honours degrees (defined as either First Class Honours or Upper Second Class Honours) increased over a five-year period from 72.9% in 2018/19 to 77.4% in 2022/23. However, the proportion was higher during the 2019/20 and 2020/21 academic years (82.9% and 82.5% respectively) when the University operated a range of exception “no detriment” policies in response to the COVID-19 pandemic.   

Within the University’s good honours awards, the proportion of First Class awards reduced from 40.0% in 2021/22 to 37.7% in 2022/23, while the proportion of Upper Second Class awards increased from 38.1% in 2021/22 to 39.5% in 2022/23.  

Degree outcomes vary across the faculties, with Arts and Humanities seeing the highest proportion of good honours degrees at 82.1% and Science and Engineering the lowest at 74.0%. 

The percentage of good honours across apprenticeship courses is 94.1%, which is significantly higher than the institutional average. This raises the overall percentage of good honours, and the percentages in faculties/departments with the most apprenticeship provision. The University’s apprenticeships offer a different mode of learning, serving a different demographic of learners who are all in employment. Apprentices are more likely to be mature learners and benefit from the resources, mentoring and support in the workplace, which comes with effective work-based learning programmes. Apprentices’ results are validated by the independent assessment processes within the End Point Assessment and the quality of the End Point Assessments is itself assured by the Office for Students (OfS). 

Differential gaps 

The University remains committed to eliminating the awarding gap for all students as part of its Road to 2030 Strategy. 

In 2021/22, the gap between good honours awards for Black, Asian and Minority Ethnic (BAME) compared to white students was -14.6 percentage points. In response, the University has established a task-and-finish group to close this gap. This group aims to consolidate and develop work going on across the University, pulling together influential stakeholders from both academic and professional services, organised into thematic workstreams looking at data, interventions, student voice, and strategic and cultural change. The four workstreams meet regularly and report their progress to the Pro-Vice-Chancellor Education. 

The University continues to work closely with the Students’ Union on the BAME Ambassador Scheme, a collaborative programme that delivers campaigns and events for students, feeds back students’ views to effect positive change, and works to close the attainment gap. The University also launched STRIVE100 in October 2023, with the initial programme running until April 2024. STRIVE100 provides a programme of workshops and activities for BAME students, as well as mentoring, targeted support, and virtual internships tailored to students’ degree subjects. By participating, students are able to accrue transcript credit.  

The University continues to make efforts to ensure that disabled students do not face any disadvantage in their studies. There was a -0.8 percentage point variance in good honours for disabled students compared to non-disabled students in both 2021/22 and 2022/23. A particular recent focus has been on support for the University’s First Generation Scholarship Programme, which helps young people from the North West whose parents have no direct experience of Higher Education maximise their potential. The Programme provides a bursary alongside a range of funded activities supporting students with employability and developing their social and cultural capital. The good honours gap for First Generation students narrowed from -7.9 percentage points in 2021/22 to -5.6 in 2022/23. Through its Inclusion Service, the University supports care leavers and care-experienced students. The University’s five-year Access and Participation Plan outlines its commitment to ensuring students from under-represented groups are able to succeed at Manchester Met.  

Consistent with the approach to measuring educational gain set out within Manchester Met’s Gold Teaching Excellence Framework submission, the University has devised an evaluation framework and is utilising a sophisticated algorithm to monitor the success of interventions by comparing students who took part to those who did not. It is committed to identifying and understanding differences at subject-level, acknowledging a one-size-fits-all approach is not always the best route to tackling differential outcomes.  

The University has in place a well-established regulatory framework, which governs the structure and delivery of all awards. This framework is mapped against sector requirements and expectations, including those detailed within the OfS quality and standards conditions.  

The Regulations for the Academic Awards of the University provide the definitive reference point for all awards offered by Manchester Metropolitan University, their credit profile and academic level under the Framework for Higher Education Qualifications (FHEQ).  

Under this sits the University’s Curriculum and Assessment Framework, which outlines the requirements regarding credit volume, structure and assessments for all academic programmes. The Framework has been revised to reduce unnecessary complexity in course design and delivery, reduce optionality, and limit the number of assessments per module.  

The University’s Undergraduate Assessment Regulations provide the rules and procedures to ensure students are fairly and objectively assessed. They cover the requirements for students to continue between the levels of study, the calculation of degree classifications and the conferment of awards. The Assessment Regulations are updated annually, and as part of that, extensive benchmarking is undertaken to ensure they are proportionate and consistent with those implemented elsewhere across the sector. 

The University moved to a semester-based teaching and operations model for the 2022/23 academic year. This model breaks the academic year down into two semesters, the autumn semester and the winter semester, consisting of 22 teaching weeks in total. In anticipation of this change, a dedicated workstream of the University’s Semesterisation Project was established to undertake a full review of the University’s Assessment Regulations and ensure optimal alignment to the new delivery model. All aspects of the Regulations were benchmarked against sector practice and national guidelines on quality and standards, with adjustments modelled against student performance data. As a result of this exercise, various enhancements to the Regulations were implemented for 2022/23, following approval by Education Committee and Academic Board.  

In 2022/23, the University had links with 69 Professional, Statutory and Regulatory Bodies (PSRBs). When there are changes to PSRB guidance and/or frameworks, or where the University makes changes to its own regulations, checks are carried out to ensure alignment. Where variations from either the Curriculum and Assessment Framework or the Assessment Regulations are requested, these must be accompanied by a strong rationale and approval is required from the University’s Education Committee. In most cases, the rationale will need to stem from a professional body requirement.  

Moderation of assessment is a key aspect of the University’s processes for assuring the academic standards of its awards. It provides confirmation of the consistent application of clear and transparent assessment practices and marking criteria. The University’s Verification, Marking and Moderation Policy ensures there is a standardised approach to both internal and external moderation. The University also operates a Stepped Marking Scheme, in which students are allocated marks ending in 2, 5 or 8 within a particular descriptive band. This makes it easier for markers to mark consistently and removes borderline marks. 

The University currently employs around 230 Subject External Examiners, ensuring all taught courses have oversight from at least one Examiner. The University prioritises the appointment of External Examiners working at Senior Lecturer level or above and from UK institutions which have a strong track record in the relevant subject area. Subject External Examiners verify the standard of assessments and moderate student work to ensure marks are applied consistently and at the appropriate level. Through provision of an annual report, they affirm the ongoing maintenance of academic standards, comment on student performance and highlight any areas for enhancement.  

External Examiners also have access to the University’s performance metrics, including good honours, and are invited to comment on these in an annual report. Of the External Examiners who commented for 22/23, 92.8% felt the metrics supported the University’s aims to remove differential outcomes by 2030, 90.4% felt the percentage of first class outcomes was in line with sector expectations, and 92.8% felt the percentage of good honours awards was in line with sector expectations. 

The University’s Academic Board has oversight and accountability for all aspects of the University’s regulatory framework, as well as policies and procedures for assessing the academic performance of students and awarding qualifications. Academic Board delegates responsibility for the oversight of all taught provision, and the maintenance of academic quality and standards, to the Education Committee.  

Adherence to the University’s Assessment Regulations is assured through Assessment Boards, convened on behalf of the Academic Board, and comprising senior academics, a management-level staff member from Education Services and a designated Chief External Examiner. Chief External Examiners are appointed from senior academic or professional services roles at other universities and are responsible for confirming their satisfaction with the standards and conduct of the Assessment Board, and with the integrity and equity of the University’s processes for conferring awards. They are required to submit a report following every Board. 

The Education Annual Review (EAR) process assesses departmental and course-level performance against institutional objectives, and ensures appropriate levels of accountability for the Education Strategy Key Performance Indicators. EAR meetings are held for each Department and attendees are provided with evidence, including data on applications, returners, performance and continuation, as well as student surveys and Subject External Examiner feedback. Through the University’s EAR process, information relating to departmental awarding gaps is scrutinised and challenged. EAR meetings have the authority to require programmes to go through full re-approval.  

The University uses two methods to determine a students’ degree classification. Where the methods result in different outcomes, the student is awarded the most favourable classification.  

While the University applies the same classification algorithm to the majority of its collaborative partners, a minority use an amended algorithm for reasons relating to professional accreditations. 

Method one: Weighted average calculation

Under Method One, the student’s classification is determined according to an overall weighted average mark, which is calculated for each student based on a contribution of 25% of the weighted average from modules at level 5 plus 75% of the weighted average from modules at level 6. 

The weighted averages are formed by combining the marks for each module at that level according to the credit values of the modules. The resulting average, expressed as a mark out of 100, will then be applied to the following classification table to determine the class of degree to be awarded: 

First Class

• Overall weighted mark: 70 - 100%

Class Two, Division One (Upper Second) 

• Overall weighted mark: 60 - 69%

Class Two, Division Two (Lower Second) 

• Overall weighted mark: 50 - 59%

Third Class 

• Overall weighted mark: 40 - 49%

Method two: profiling classification

Under Method Two, the classification is determined with reference only to the marks in level 6 modules, according to the following classification table: 

First Class

• Credit profile (from 120 credits at level 6): At least 60 credits with marks at or above 70%
• Together with minimum mean mark in level 6 modules: 68%

Class Two, Division One (Upper Second)

• Credit profile (from 120 credits at level 6): At least 60 credits with marks at or above 60%
• Together with minimum mean mark in level 6 modules: 58%

Class Two, Division Two (Lower Second)

• Credit profile (from 120 credits at level 6): At least 60 credits with marks at or above 50%
• Together with minimum mean mark in level 6 modules: 48%

Third Class

• Credit profile (from 120 credits at level 6): At least 120 credits with marks at or above 40%
• Together with minimum mean mark in level 6 modules: 40%

Method Two benefits students who experienced personal or academic challenges during level 5, allowing them to focus all efforts on level 6 performance and earn a degree reflective of their full potential. 

The two methods of classification outlined above are applied across the Institution. There is no opportunity for individuals or Assessment Boards to exercise discretion in the awarding of particular degrees or classifications. Students are granted one reassessment opportunity, but can obtain further opportunities where appropriate through the submission of an evidenced extension request.  

With the exception of two years, the University has operated the same algorithm for well over a decade. During 2020/21 and 2021/22, an additional third method—a 50:50 weighted average—was introduced to mitigate the impact of the COVID-19 pandemic. 

The University is committed to ensuring full transparency with its algorithm and supporting students to achieve the award they are aiming for. To this end, the University has published a Degree Classification Calculator that enables students to enter their marks and module credit sizes to see how their degree classification has been worked out. This also supports students going into the second semester of their final year who are keen to work out what they need to achieve in their last assessments to get the award they are aiming for. 

Manchester Metropolitan University launched its new Education Strategy in 2023, which outlines the University’s goal to provide all students with an ‘Active Learning’ experience, enabling students to take charge of their own learning and shape it according to their interests and goals. As part of the Education Strategy, the University seeks to capitalise on the excellence and relevance of its research and practice-led teaching to ensure the best possible outcomes for its students.

Throughout 2022/23, the University Teaching Academy (UTA) played a crucial role in supporting the development of educational practice, promoting innovative and effective approaches to teaching and assessment, and informing institutional thinking. UTA provides core educational development opportunities through a nationally-recognised postgraduate teaching qualification, an MA in Higher Education programme, the AdvanceHE Fellowship, the Future Educational Leaders programme for the Education, Pedagogy and Citizenship (EPC) pathway, and a comprehensive workshop programme explaining the resources and proving opportunities for staff to share good practice in learning and teaching that has attracted over 2000 participants. UTA supports academics with all steps in the assessment lifecycle, from design to marking. UTA’s resource on addressing award gaps offers practical guidance on addressing awarding gaps through teaching and has had over 8000 unique views.

UTA’s Inclusive Curriculum Toolkit offers practical templates and guidance, compiles case studies from BAME students, and highlights examples of best practice across the institution. In collaboration with the Faculty of Science and Engineering, UTA has also created a Decolonising the Curriculum Toolkit. The aim of Decolonising the Curriculum is to support staff and students in identifying, acknowledging and challenging the ways in which colonialism has impacted teaching and learning. The Decolonising the Curriculum Toolkit has had almost 7000 unique views. In addition to this, Manchester Met Library provides guidance for academic staff on auditing reading lists for diversity.

The University offers students a personalized journey via its Future Me initiative. Every year at the start of the second semester, Manchester Met students can take advantage of five days of events, workshops, talks and panel sessions. The RISE programme curates and credits a range of activities focusing on employability, confidence building, and mental wellbeing. Opportunities include volunteering abroad, gaining work experience or learning a new language. As part of RISE, students accrue points, which can earn them academic credit, contributing towards their final degree classification.

The Peer Assisted Learning (PAL) scheme is an academic support service for students that takes the form of student-led, timetabled group study workshops. Each year, the University recruits up to 200 PAL Leaders and Peer Guides. In PAL sessions, students reflect on course content, share knowledge and develop skills as a group. PAL Leaders are from a higher year group and share their valuable first-hand experience of the student journey. Compared with a comparator group of students who have not engaged, the University has identified an increase in module performance for students who have engaged with PALs sessions. Performance is also increased for students who have engaged with other resources, such as Studiosity, the Academic and Study Skills service, and Active Campus activities.

The University is committed to supporting the mental health and wellbeing of its students, and offers a range of support, including appointments with specialist teams, who can make recommendations based on a student’s needs and referrals to other support services, group wellbeing workshops and courses, or online self-help information and wellbeing podcasts. The support services students can access during their time at the University include: 

• Student Hubs, which provide a first point of contact for all student matters, including finance, timetables and careers advice, and can refer students to specialist support if required.
• Counselling, Mental Health and Wellbeing, which provides individual counselling and mental health support. Students can also access a 24/7, 365-day/year mental health and wellbeing helpline, operated by Spectrum Life on behalf of the University, as well as the Greater Manchester Student Mental Health Service, which was set up in collaboration with the NHS and the universities of Manchester, Bolton, Salford and the Royal Northern College of Music.  

• Academic and Study Skills, which supports students by running self-selecting provision such as one-to-one appointments, workshops and drop-ins, as well as offering bespoke input into modules.
• The Disability Service, which works with students to provide advice and information about the support that is available to them.
• The Library offers a range of learning resources, including digital tools, subject-specific guides, and infoskills workshops and events.

As part of its commitment to supporting students, the University is working towards achieving the University Mental Health Charter Award.

The University continues to make a considerable investment in transforming its estate to ensure that it is fit for purpose, enhances the student experience and supports the highest quality research and training. Plans to develop a new campus library are underway, which will replace the current library with a modern, dynamic and digitally-enabled learning environment.

As part of the Education Strategy, the University will continue to evolve an inclusive educational environment where all members thrive regardless of their identity, background, or beliefs. This will be built on a culture that values diversity, removes barriers and supports students in shaping their own learning journeys and maximising potential in ways which accord with their personal goals and aspirations.