Degree Outcomes Statement

Table 1: University of Staffordshire Good Degrees by Reporting Year 

(‘MOA’ stands for Mode of Attendance)

The University of Staffordshire saw a rise in good degrees for its taught students from 67.1% in 2019/20 to a five-year high in 2021/22 of 76.1% (a rise of 9.1pp). This upward trend evidenced our investment in high quality teaching, notable infrastructure projects and innovative support and pastoral care initiatives, as well as reflecting demographic changes. Since 2021/22 the good degree rate has fallen to 70.6% in 2023/24.

Until 2022/23 part-time good degrees have consistently exceeded our full-time results. This was due to changes to our part-time provision which had seen a significant intake of students from an Armed Forces background, focusing on degrees related to their roles. As the University’s overall part-time undergraduate population has increased, the impact of this cohort on our overall degree rate has been less marked.

The decrease in good degree rates for part-time undergraduate students is due to the very large increase in numbers of students studying the Police Constable Degree Apprenticeship (PCDA) – these students make up 56% of the total graduating part time undergraduate population. Work is underway to delve deeper into the data to better understand what factors might be affecting PCDA part-time good degree results, and to ensure marking consistency and the full use of the marking range.

For students with Indices of Multiple Deprivation (for example those with barriers to education, employment and health), we have been working on closing the awarding gap between the most vulnerable and challenged group and the least vulnerable group. The University has seen significant continued improvement in the awarding gap for both Black and Asian students in 2023/24 compared with last year. Black students are now 8.25% less likely to achieve a good degree (a reduction of 14.8pp on 2022/23 when the gap was 23.1%) and the awarding gap for Asian students is now 8.7% compared with 9.0% last year, a reduction of 0.3pp.

We continue to address the awarding gaps between the most vulnerable and challenged group of students and the least vulnerable through our Access and Participation Plan 2024/25 to 2027/28, as approved by the Office for Students (OfS) and the associated variation for 2024 which is currently under review by the OfS.

The University has also been commissioned by TASO (Transforming Access and Student Outcomes in HE) to develop a typology and narrative of current approaches to address the ethnicity degree awarding gap. The report, prepared by the Staffordshire Centre of Learning and Pedagogic Practice (SCoLPP), was launched by TASO in June 2023. The University’s work with TASO as continued with SCoLPP being commissioned to work with six universities on a TASO project that will develop theory of change and evaluation plans for interventions designed to tackle the ethnicity degree awarding gap. The report of that project published in March 2024 is entitled From vision to action: Harnessing Theory of Change to tackle ethnicity degree awarding gaps.

Table 2: Full-time good degrees by School

All Schools have developed local plans to reduce gaps in performance which look to redevelop curricula and enhance learning and teaching approaches to increase the academic stretch for students.

A number of interventions have contributed to the improved good degree outcomes for full time good degrees across our Schools. Monthly student progress reviews by staff have been introduced focused on module attainment with 1:1 sessions being offered to students where issues have been found. Students have benefited from greater input from the academic skills and library support teams which have been focused on improving the quality of students’ work. Eg. English language team has provided support for those students where English is not their first language. In relation to Nursing, students are prepared for practice through the use of the University’s simulation facilities.

All courses have learning outcomes mapped to the Framework for Higher Education Qualifications (FHEQ) and relevant subject benchmark statements. Detailed academic scrutiny of course proposals ensures that programme content, teaching and assessment aligns with national reference points. Courses are also continually monitored to ensure they are current, valid and appropriate to the changing markets and needs of our students, partners and employers. In addition, courses meet the expectations and assessment requirements of Professional, Statutory and Regulatory Bodies (PSRBs) where applicable.

Assessment strategies are designed to demonstrate that course and module level learning outcomes have been met by a student and ensure that a range of appropriate assessment types are used. Furthermore, we consider the learning needs of all groups of students to ensure that assessments are appropriate to the individual and achievable.  The University has developed principles for the use of Artificial Intelligence and associated staff and student guidance to support our community in the use of this new technology.

Coursework assignments, submission and feedback dates are made available at the start of a module wherever possible. Students are provided with generic and contextualised criteria for success, enabling them to align their learning to meet the learning outcomes and ensure a clear grasp of expectations. Formative (ongoing) assessment methods allow students to receive regular feedback on their progress and feed forward into their summative (final) assessment. Our Academic Mentoring system enables students to meet to discuss and action their feedback effectively with tutors.

Assessments, submitted electronically where appropriate, are scrutinised with similarity checking software.  Marking is also undertaken electronically, with tutors providing marks and feedback to students online, where appropriate. University policy is to provide marks and feedback within 20 working days of submission. Exceptional circumstances are considered in accordance with our Exceptional Circumstances Procedure.  For both University and partner-delivered courses, assessments are second marked, moderated internally and then scrutinised by external examiners (EEs) to ensure consistency. EEs are experienced, independent Higher Education professionals, who are appointed and trained according to a formal process, culminating in an annual written report. See our External Examiner Policy. EE feedback confirms that the University continues to maintain its academic standards.  An overview of this feedback is provided to the University’s Quality and Enhancement Committee and to Academic Board and Board of Governors through the Annual Quality and Standards and Student Success Report.

Academic Board reports to the Board of Governors and is responsible for the planning, development, oversight and resourcing of all the academic work of the University, including teaching, research and knowledge transfer. The Academic Board appoints sub-committees, including the Quality and Enhancement Committee, which is responsible for the maintenance of standards and oversight of all teaching quality assurance.

The University’s committee structure

In addition, Academic Board approves the University’s Academic Award Regulations and all associated policies and procedures governing assessment practice. These ensure marking practices are followed. Award Boards are appointed to receive module results and confirm progression and award decisions for both on-campus awards and those delivered through partnership arrangements. The Terms of Reference and membership of these are outlined in our Assessment Policy and Procedures. Mandatory training for Award Board Chairs is provided by the Registry. Provision for appeals against the decision of Award Boards is set out in our Complaints and Appeals Procedure.

The University’s annual Quality and Standards and Student Success Report provides Academic Board and the Board of Governors with oversight of the operation of policies and procedures concerning learning and teaching, quality assurance and quality enhancement activities. This report includes academic performance trends and University-level themes/priorities.

Academic standards at partner institutions are additionally monitored through the University Partnerships Committee which receives regular quantitative and qualitative reports encompassing all collaborative academic partnerships.

Policies focusing on the management and quality assurance of collaborative provision

The University of Staffordshire Academic Regulations focus on decisions being right first time, have a timely completion approach, supporting students more in their early HE study, providing a transition period and progressively requiring more from students until completion of their award and ensuring that they are work-ready. Students were pivotal in the development of our ‘Frequently Asked Questions’ approach to these and were consulted from the outset.

The base classification is calculated using level 5 and level 6 study weighted at 30% and 70% respectively. The lowest scoring module (to a maximum of 30 credits) is discounted in recognition of a student’s consistent overall performance and to allow students to explore learning without fear of failure. There is only one criterion for a raise in classification and this is where a student’s base classification is within 2% of the higher classification (i.e. 48%, 68%) and has 60 level 6 credits in the higher classification. The University also imposes limits on the number of re-sit opportunities available to students. In keeping with sector norms, students have one opportunity to re-sit an assessment. The mark for this will be restricted to the basic pass mark. Should students require it, they may have one opportunity to retake a module the following year. A rigorous Impact Assessment was undertaken on the provisions of the new regulations, including the revised degree classification and its potential impact on good degrees.

During the Covid-19 pandemic the University adopted regulations that recognised the challenges of working and being assessed remotely when this would not be the normal method of delivery. The principle for this approach was based on an expectation that students would engage with all aspects of assessment but allowed for a greater degree of condonement (45 credits compared to 30 previously) and for a reduced level of completion of assessment at a module level (66%) where it was not possible for students to undertake assessment. This means that students might not have completed up to one third of their assessment during this period. All other aspects of degree outcomes regulations were maintained. Application of these arrangements were focussed on increased support for those missing assessments or students having failed outcomes through no fault of their own. As a result, those who needed this support did not have high award classification profiles and in itself this did not add to any increases in the awarding of good honours.

The use of the exceptional regulations remained in use during 2021/22 due to the Omicron outbreak but was rescinded at the end of the academic year. Standard regulations were in place from the start of 2022/23.

Our commitment to high quality teaching and its significant impact on our degree classification is illustrated by some of our achievements outlined below:

• Nine University of Staffordshire subject areas achieved 100% positivity across at least one or more themes in the National Student Survey 2024 [1]
• The University has seen six of its subject areas ranked in the Top 10 of the Guardian University Guide [2]
• The University has achieved ahead of time its KPI of 75% of positive graduate outcomes by 2027 [3]
• The University is in the top 5 for social inclusion in the Times and Sunday Times Good University Guide 2025 [4]
• We are second in the UK for Quality Education (UN Sustainable Development Goal 4 in the THE Impact Rankings) [5]

The Academic Quality and Development (AQD) directorate was introduced in 2022 to support learning and teaching enhancement. AQD works collectively and in co-operation with all schools, institutes and services across the university to support delivery of our strategic priorities and external facing metrics and regulatory requirements. It has seven departments:

• Academic Development
• Academic Projects
• Academic Quality Service
• Digital Pedagogies
• Education Research and Evaluation – leading work on our Access and Participation Plan
• Step Up to Higher Education – leading our transition work in the city, region and beyond
• Student and Graduate Employability

AQD is driving the implementation of the University’s Academic Strategy, which sets out the University’s vision to be recognised in our regions and beyond for our intellectual contribution to the local and regional creative/digital and foundational economies through our next generation approach to education, engagement, experience and environment (4Es), research and professional practice.

We invested £75M in recent years on infrastructure including our £30M Science Centre, £11.5M on the Cadman Studios, £8.7M on the Digital Kiln, £5M on our Beacon Specialist Learning Building and £5.5M on the Centres of Excellence in Healthcare Education. Additionally we invested £43M on a state-of-the-art Catalyst Building and remodelled the Ashley 2 building to create a new £2.7m multidisciplinary simulation-based facility in Stoke as well as creating a new £2m Esports arena in the Beacon building.

The University’s review has identified the following strengths:

• The use of one agreed algorithm for calculating degree outcomes, ensuring transparency and consistency of approach
• The redevelopment of the academic regulations to ensure that they are student-focused, user friendly and accessible
• Collaboration with students in every aspect of the University’s operation, from curriculum design and student support to governance and management
• The establishment of the Academic Quality and Development Directorate to support learning and teaching enhancement.

We will be undertaking the following key actions over the coming year:

• Implementation of our updated Academic Strategy
• Continuing action to close attainment/award gaps for vulnerable student groups, taking evidence-based action informed by sector research.
• A review of the Degree Outcomes Statement as part of our commitment to assure the value and consistency of our awards, with reports submitted annually to the Board of Governors.

This statement was originally prepared by a cross University working group, including student representation and reporting to Quality and Enhancement Committee.  

The following external advisors reviewed and provided input in the development of the Degree Outcomes Statement: 

• Helen Smallbone: Academic Registrar and Clerk to Governors, Edge Hill University 
• Ian Vandewalle: Former Pro Vice Chancellor (Retired) Liverpool Hope University 

The University’s Collaborative Academic Partners and an existing external examiner were also invited to review the statement.

First published: July 2020; Updated: October 2021, October 2022, October 2023 and October 2024