equality and diversity working group...and diversity issues. the creation of a dedicated equality...

Paper Title: Equality and Diversity Student Statistical Report

Origin: Manuel Alonso (Associate Chief Operating Officer) and Emma Dresser

(Planning Officer – Equality, Diversity and Inclusion) Date: 29 January 2019

1. Decision Required by Group

The group are asked to NOTE the information that will be used to feed into the annual compliance report. The group are asked to DISCUSS any areas of concern highlighted by the data.

2. Executive Summary

The attached paper presents statistical data on student related equality and diversity issues. The report highlights on 5 strands

• Access (i.e. applications and admissions); • Demographic profile of the student body; • Attainment (progression, degree and employment outcomes); • Satisfaction (responses to University-wide surveys such as NSS and

PTES); • Disciplinary data (analysis of student disciplinary cases by protected

characteristics The data highlights the following key issues

• BAME students and students with a disability are shown to have a continued lower chance of obtaining an upper-class degree when compared with their white, and non-disabled peers respectively.

• BAME students continue to be over-represented in academic appeals.

• For the first year, POLAR Quintile 1 students are shown as less likely to achieve an upper-class degree.

Actions to address these inequalities in respect of BAME and disabled students are contained in the University’s draft EDI Action Plan.

3. Committees/Groups previously considering item.

Equality and Diversity Working Group

Equality & Diversity Statistical Report

(Student Data: Evidence for the Annual Equality & Diversity Compliance Report)

2017/2018

Student Equality and Diversity Statistics Report 2017

1. Introduction and Context

2. Demographic Profile

2.1 Student Profile by Ethnicity (BAME/White) and Mode of Study 2.2 Student Profile by Ethnicity (BAME/White) and Level of Study 2.3 Student Profile by Ethnicity (detailed) 2.4 Student Profile by Gender and Mode of Study 2.5 Student Profile by Gender and Level of Study 2.6 Student Profile by Disability and Mode of Study 2.7 Student Profile by Disability and Level of Study 2.8 Student Profile by Religion and Belief 2.9 Commentary

3. Attainment 3.1 Degree outcomes (Upper Degree Class) by Protected Characteristics 2012 – 2017

3.2 Degree Outcomes (Upper Degree Class) by Protected Characteristics – 2016/17

3.3 Commentary 3.4 Total Number of Academic Appeals 3.5 Academic Appeals by Gender 3.6 Academic Appeals by Ethnicity 3.7 Academic Appeals by Disability 3.8 Outcomes of Academic Appeals by Gender 3.9 Outcomes of Academic Appeals by Ethnicity 3.10 Outcomes of Academic Appeals by Disability 3.11 Commentary

4. Satisfaction 4.1 NSS Satisfaction Rates by Gender 4.2 NSS Satisfaction Rate by Ethnicity 4.3 NSS Satisfaction Rate by Disability 4.4 PTES Satisfaction Rates by Gender, Ethnicity and Disability Status 4.5 Student Complaints 2014/15 to 2016/17 – Internal Procedures 4.6 Commentary

5. Disciplinary Offences 5.1 Minor Offences (Section 2) by Age 5.2 Major Offences (Section 3) by Age 5.3 Minor Offences (Section 2) by Disability 5.4 Major Offences (Section 3) by Disability 5.5 Minor Offences (Section 2) by Ethnic Group 5.6 Major Offences (Section 3) by Ethnic Group 5.7 Minor Offences (Section 2) by Gender 5.8 Major Offences (Section 3) by Gender 5.9 Commentary

1. Introduction and Context

This statistical report provides data collected by the University on student-related equality and diversity issues. The creation of a dedicated Equality and Diversity Working Group, focused solely on student-related equality and diversity has helped co-ordinate the gathering and analysis of this data. In some cases, data predates the academic year 2017/18 but has still been included because it provides the most up to date picture available at the time of this report. The report has been structured across the following 5 strands:

• Access (i.e. applications and admissions); • Demographic profile of the student body; • Attainment (progression, degree and employment outcomes); • Satisfaction (responses to University-wide surveys such as NSS and PTES); • Disciplinary data (analysis of student disciplinary cases by protected characteristics).

A brief commentary on the data is provided at the end of each section.

2. Demographic Profile

Note: All of the below Demographic tables use HESA data. HESA rounds all date to the closest 5.

2.1 Student Profile by Ethnicity (BAME/White) and Mode of Study

Academic Year 14/15 15/16 16/17 Nr % Nr % Nr %

Provider Mode of Study BAME Unknown/NA White BAME BAME Unknown/NA White BAME BAME Unknown/NA White BAME

LU Full-time 2,025 2,615 9,385 14.4% 2,310 3,195 9,710 15.2% 2,450 3,325 9,830 15.7% LU Part-time 170 395 995 11.0% 220 380 1,135 12.8% 200 345 980 13.1% LU Total 2,195 3,015 10,380 14.1% 2,535 3,570 10,845 14.9% 2,645 3,670 10,810 15.5% Russ & 94 Full-time 84,165 212,730 348,730 13.0% 91,915 220,630 358,060 13.7% 101,920 228,925 370,485 14.5% Russ & 94 Part-time 19,945 21,030 77,190 16.9% 18,365 18,160 71,965 16.9% 18,490 19,005 70,160 17.2% Russ & 94 Total 104,105 233,760 425,920 13.6% 110,280 238,790 430,025 14.2% 120,410 247,930 440,645 14.9% Whole Sector Total 377,225 470,170 1,418,685 16.6% 395,690 467,835 1,417,300 17.3% 419,105 473,110 1,425,665 18.1%

2.2 Student Profile by Ethnicity (BAME/White) and Level of Study


Provider Level of study BAME Unknown/NA White BAME BAME Unknown/NA White BAME BAME Unknown/NA White BAME LU First degree 1,930 1,240 8,970 15.9% 2,195 1,300 9,225 17.3% 2,255 1,425 9,255 17.4% LU PGR 95 565 435 8.6% 90 570 430 8.4% 85 535 415 8.3% LU Postgraduate (taught) 170 1,210 975 7.3% 245 1,695 1,190 7.8% 305 1,715 1,145 9.7% LU Total 2,195 3,015 10,380 14.1% 2,535 3,570 10,845 14.9% 2,645 3,670 10,810 15.5% Russ & 94 First degree 74,735 106,445 302,255 15.5% 81,350 112,590 311,395 16.1% 89,550 118,975 318,480 17.0% Russ & 94 Other undergraduate 5,215 10,225 22,535 13.7% 4,230 8,150 19,450 13.3% 3,870 8,855 17,540 12.8% Russ & 94 Postgraduate (research) 6,470 35,550 33,500 8.6% 6,385 35,710 32,960 8.5% 6,355 35,030 33,155 8.5% Russ & 94 Postgraduate (taught) 17,685 81,535 67,625 10.6% 18,315 82,345 66,220 11.0% 20,630 85,075 71,470 11.6% Russ & 94 Total 104,105 233,760 425,920 13.6% 110,280 238,790 430,025 14.2% 120,410 247,930 440,645 14.9% Whole Sector Total 377,225 470,170 1,418,685 16.6% 395,690 467,835 1,417,300 17.3% 419,105 473,110 1,425,665 18.1%

2.3 Student Profile by Ethnicity (detailed)

14/15 15/16 16/17 Nr % Nr % Nr %

Asian 1,080 6.9% 1,215 7.2% 1,255 7.3% Black 610 3.9% 720 4.2% 770 4.5% Other (including mixed) 505 3.3% 600 3.5% 620 3.6% Unknown/not applicable 3,015 19.3% 3,570 21.1% 3,670 21.4% White 10,380 66.6% 10,845 64.0% 10,810 63.1%

2.4 Student Profile by Gender and Mode of Study


Provider Mode of Study Female Male Other Female Female Male Other Female Female Male Other Female

LU Full-time 5,390 8,635 38.4% 5,975 9,240 39.3% 6,260 9,345 40.1% LU Part-time 430 1,135 27.6% 515 1,220 29.7% 480 1,045 31.5% LU Total 5,820 9,770 37.3% 6,490 10,460 38.3% 6,740 10,390 39.3% Russ & 94 Full-time 346,485 299,065 75 53.7% 362,355 308,100 155 54.0% 380,620 320,370 340 54.3% Russ & 94 Part-time 70,900 47,225 35 60.0% 64,835 43,605 45 59.8% 64,120 43,370 160 59.6% Russ & 94 Total 417,390 346,285 110 54.6% 427,190 351,705 200 54.8% 444,740 363,745 500 55.0% Whole Sector Total 1,273,335 992,370 375 56.2% 1,288,680 991,670 480 56.5% 1,314,035 1,002,820 1,025 56.7%

2.5 Student Profile by Gender and Level of Study


Provider Level of study Female Male Other Female Female Male Other Female Female Male Other Female LU First degree 4,510 7,630 37.2% 4,810 7,915 37.8% 4,975 7,960 38.5% LU Postgraduate (research) 410 685 37.4% 410 685 37.4% 405 630 39.1% LU Postgraduate (taught) 900 1,455 38.2% 1,270 1,860 40.5% 1,360 1,805 43.0% LU Total 5,820 9,770 37.3% 6,490 10,460 38.3% 6,740 10,390 39.3% Russ & 94 First degree 258,195 225,190 50 53.4% 271,080 234,140 110 53.6% 283,590 243,235 180 53.8% Russ & 94 Other undergraduate 24,690 13,275 20 65.0% 20,395 11,420 15 64.1% 19,375 10,815 75 64.0% Russ & 94 Postgraduate (research) 35,735 39,770 15 47.3% 35,715 39,310 30 47.6% 35,640 38,840 60 47.8% Russ & 94 Postgraduate (taught) 98,765 68,055 20 59.2% 100,000 66,830 45 59.9% 106,135 70,855 185 59.9% Russ & 94 Total 417,390 346,285 110 54.6% 427,190 351,705 200 54.8% 444,740 363,745 500 55.0% Whole Sector Total 1,273,335 992,370 375 56.2% 1,288,680 991,670 480 56.5% 1,314,035 1,002,820 1,025 56.7%

2.6 Student Profile by Disability and Mode of Study


Provider Mode of Study

Known to have a disability

No known disability/unknown








LU Full-time 1,775 12,250 12.7% 2,015 13,200 13.2% 2,090 13,515 13.4% LU Part-time 145 1,420 9.3% 140 1,595 8.0% 125 1,395 8.3% LU Total 1,920 13,670 12.3% 2,155 14,795 12.7% 2,220 14,910 12.9% Russ & 94 Full-time 56,935 588,690 8.8% 63,625 606,980 9.5% 71,505 629,830 10.2% Russ & 94 Part-time 9,815 108,350 8.3% 9,330 99,155 8.6% 10,190 97,465 9.5% Russ & 94 Total 66,745 697,040 8.7% 72,955 706,135 9.4% 81,695 727,290 10.1% Whole Sector Total 239,425 2,026,655 10.6% 256,995 2,023,835 11.3% 279,115 2,038,760 12.0%

2.7 Student Profile by Disability and Level of Study

2.8 Student Profile by Religion and Belief

UG students Academic year of intake 2015-16 2016-17 2017-18 Religion (group) Nr % Nr % Nr % Christian 1514 38.84 1469 39.02 1330 40.46 No religion 770 19.75 748 19.87 777 20.24 Atheist 694 17.80 716 19.02 694 17.43 Agnostic 336 8.62 319 8.47 369 8.86 Muslim 177 4.54 142 3.77 178 4.05 Hindu 128 3.28 121 3.21 139 2.87 Prefer not to say/unknown 137 3.51 116 3.08 137 2.90 Other total 60 1.54 57 1.51 62 1.30 Buddhist 36 0.92 38 1.01 41 1.01 Sikh 46 1.18 39 1.04 47 0.87 Grand Total 3898 100 3765 100 3774 100

% % %

Provider Level of study










LU First degree 1,695 10,440 14.0% 1,885 10,840 14.8% 1,965 10,965 15.2%LU Postgraduate (research) 100 995 9.1% 110 985 9.9% 95 935 9.4%LU Postgraduate (taught) 125 2,230 5.3% 160 2,970 5.2% 155 3,010 4.9%LU Total 1,920 13,670 12.3% 2,155 14,795 12.7% 2,220 14,910 12.9%Russ & 94 First degree 48,855 434,585 10.1% 54,585 450,745 10.8% 60,710 466,300 11.5%Russ & 94 Other undergraduate 2,940 35,040 7.7% 2,435 29,395 7.6% 2,315 27,950 7.6%Russ & 94 Postgraduate (research) 5,040 70,480 6.7% 5,420 69,635 7.2% 5,875 68,665 7.9%Russ & 94 Postgraduate (taught) 9,915 156,930 5.9% 10,515 156,360 6.3% 12,795 164,380 7.2%Russ & 94 Total 66,745 697,040 8.7% 72,955 706,135 9.4% 81,695 727,290 10.1%Whole Sector Total 239,425 2,026,655 10.6% 256,995 2,023,835 11.3% 279,115 2,038,760 12.0%

Academic Year14/15 15/16 16/17Nr Nr Nr

PG students (PGT + PGR) Academic year of intake 2015-16 2016-17 2017-18 Religion (group) Nr % Nr % Nr % No religion 978 39.72 998 38.16 1075 40.87 Christian 549 22.30 615 23.52 573 21.79 Atheist 225 9.14 273 10.44 291 11.06 Muslim 156 6.34 160 6.12 139 5.29 Agnostic 119 4.83 145 5.54 129 4.90 Prefer not to say/Unknown 140 5.69 137 5.24 109 4.14 Other total 118 4.79 116 4.44 126 4.79 Hindu 72 2.92 83 3.17 104 3.95 Buddhist 105 4.26 88 3.37 84 3.19 Grand Total 2462 100 2615 100 2630 100

Note, the two above tables report on religion as collected at the point of intake only.

2.9 Commentary

The following comments can be offered in relation to the statistics around the student demographic:

• We have seen a slight increase in the number of BAME students. Both the sector and Russel Group and 1994 institutions have seen increases of very similar levels. • Asian students continue to represent the single largest ethnicity within the profile of BAME students. However, the percentage of Black students is the group that

has seen the largest % increase over the past three years. • Our gender split continues to show we have a significantly lower proportion of female to male students in comparison to the sector. It may be reasonable to

assume that this is in part to our particular portfolio of subject areas. • We have seen a 2% percent increase in our proportion of female students, in comparison to a 0.5% increase seen across the sector. • We continue to have a higher number of students who declared a disability in comparison to the sector and Russell Group and 1994 institutions. It is worth noting

that whilst we have continued to see an increase in the proportion of students who have declare a disability, the rate of increase is greater across the sector and Russell Group and 1994 institutions.

• For our Undergraduate students, Christianity is the religion with which most students self-identify. In comparison, for Postgraduate students, the largest grouping with which students self-identify is No religion.

• The largest proportion of students identify themselves as having no religion, followed by students who identify as Christian.

3 Attainment

3.1 Degree outcomes (Upper Degree Class) by Protected Characteristics 2012 – 2017

The below analysis related to UK full-time young undergraduates graduating in 2012/13 to 2016/17 NB Young is calculated from age at commencement date - less than 21.

Sig. Exp(B) Δ in Odds

Ratio 95% C.I.for EXP(B) Lower Upper

Gender Male Female 0.000 1.775 ▲ 77.5% 1.570 2.006

Polar 5 0.017 1 0.007 0.737 ▼ -26.3% 0.591 0.919 2 0.406 1.079 7.9% 0.902 1.291 3 0.067 0.869 -13.1% 0.747 1.010 4 0.273 0.930 -7.0% 0.818 1.058

Disability Nondisabled Disabled 0.000 0.775 ▼ -22.5% 0.674 0.892

Parental Education

Some Parental Education 0.003 No Parental Education 0.043 1.141 ▲ 14.1% 1.004 1.297 Unknown 0.075 0.894 -10.6% 0.790 1.011

Ethnicity White 0.000 Black 0.000 0.456 ▼ -54.4% 0.363 0.572 Asian 0.000 0.552 ▼ -44.8% 0.461 0.662 Chinese 0.000 0.423 ▼ -57.7% 0.279 0.640 Mixed 0.013 0.719 ▼ -28.1% 0.555 0.932 Refused 0.862 0.888 -11.2% 0.233 3.387 Not Known 0.234 0.642 -35.8% 0.310 1.332

Previous School

State School Private and Independent 0.113 1.115 11.5% 0.975 1.275

Tariff 0.000 1.005 ▲ 0.5% 1.004 1.006 Placement No Placement

Placement 0.000 4.550 ▲ 355.0% 3.983 5.196

Significant factors in bold

Note: The arrows indicate factors which seem to have a significant impact on the chance of a student achieving an upper class (First or Upper Second) degree. Green indicates an increased chance, red indicates a decreased chance.

3.2 Degree Outcomes (Upper Degree Class) by Protected Characteristics – 2016/17

The below analysis related to UK full-time young undergraduates graduating in 2016/17

Sig. Exp(B) Δ in Odds

Ratio

95% C.I.for EXP(B)

Lower Upper

2016

-201

7

Gender Male Female 0.001 1.695 ▲ 69.5% 1.258 2.284

Polar 5 0.741 1 0.283 0.754 -24.6% 0.451 1.261 2 0.691 0.922 -7.8% 0.618 1.375 3 0.277 0.817 -18.3% 0.567 1.176 4 0.454 0.889 -11.1% 0.653 1.210

Disability Nondisabled Disabled 0.000 0.553 ▼ -44.7% 0.404 0.756

Parental Education

Some Parental Education 0.622

No Parental Education 0.540 1.094 9.4% 0.821 1.458

Unknown 0.615 0.924 -7.6% 0.679 1.258 Ethnicity White 0.021

Black 0.015 0.530 ▼ -47.0% 0.319 0.883 Asian 0.002 0.535 ▼ -46.5% 0.357 0.801 Chinese 0.785 0.855 -14.5% 0.276 2.646 Mixed 0.204 0.676 -32.4% 0.369 1.237 Refused 0.571 0.604 -39.6% 0.106 3.454 Not Known 0.855 1.221 22.1% 0.143 10.395

Previous School

State School Private and Independent 0.373 1.159 15.9% 0.838 1.602

Tariff 0.000 1.005 ▲ 0.5% 1.003 1.006 Placement No Placement

Placement 0.000 4.882 ▲ 388.2% 3.639 6.549

Significant factors in bold

Note: The arrows indicate factors which seem to have a significant impact on the chance of a student achieving an upper class (First or Upper Second) degree. Green indicates an increased chance, red indicates a decreased chance.

3.3 Commentary

• The data above confirms that BAME students continue to be less likely to achieve an upper-class degree than their white peers when other factors are controlled for.

• Female students continue to outperform their male counterparts when other factors are controlled for. The above analysis illustrates that this gap of out performance is however closing when looking at the 2016/17 graduating cohort only.

• Students with a disability have a 22% lower odds of obtaining an upper degree as shown in the 2012 – 2017 analysis. This is the first time that we have seen disability be significant in the analysis.

• Students from POLAR Quintile 1 have a 26% lower chance of obtaining an upper-class degree as shown in the 2012 – 2017 analysis. This is the first time that this attainment analysis has seen POLAR 1 be significant in the analysis.

Academic Appeals

3.4 Total Number of Academic Appeals

Calendar Year

No of appeals

2002 176 2003 112 2004 144 2005 134 2006 105 2007 100 2008 147 2009 153 2010 125 2011 178 2012 195 2013 140 2014 128 2015 179 2016 190 2017 219

3.5 Academic Appeals by Gender

3.6 Academic Appeals by Ethnicity

3.7 Academic Appeals by Disability

3.8 Outcomes of Academic Appeals by Gender

F M Total

Dismissed by PVC(T) Nr 17 23 40 % 19.3 17.6 18.3

Dismissed by AR Nr 36 64 100 % 40.9 48.9 45.7

Upheld Nr 23 33 56 % 26.1 25.2 25.6

Withdrawn Nr 12 11 23 % 13.6 8.4 10.5

Total 88 131 219

Gender 2013 2014 2015 2016 2017

No. % No. % No. % No. % No. %

Male 82 58.6 84 65.6 115 64.2 121 63.7 131 59.8

Female 58 41.4 44 34.4 64 35.7 69 36.3 88 40.2

Total 140 100 128 100 179 100 190 100 219 100

Ethnicity 2013 2014 2015 2016 2017

No. % No. % No. % No. % No. %

White 55 39.3 80 62.5 111 62.0 95 50.0 88 40.2

BME 75 53.6 41 32.0 57 31.8 86 45.3 104 47.5

Other 9 6.4 7 5.5 11 6.1 8 4.2 23 10.5

Not known 1 0.7 0 0 0 0 1 0.5 4 1.8

Total 140 100 128 100 179 100 190 100 219 100

Disability 2013 2014 2015 2016 2017

No. % No. % No. % No. % No. %

Yes 27 19.3 27 21.1 35 19.5 42 22.1 30 13.7

No 111 79.3 101 78.9 144 80.4 148 77.9 186 84.9

Not known 2 1.4 0 0 0 0 0 0 3 1.4

Total 140 100 128 100 179 100 190 100 219 100

3.9 Outcomes of Academic Appeals by Ethnicity

Ethnicity BAME Other White Not known Total

Dismissed by PVC(T)

Nr 16 4 20 0 40 % 15.4 17.4 22.7 0.0 18.3

Dismissed by AR Nr 53 13 32 2 100 % 51.0 56.5 36.4 50.0 45.7

Upheld Nr 25 4 26 1 56 % 24.0 17.4 29.5 25.0 25.6

Withdrawn Nr 10 2 10 1 23 % 9.6 8.7 11.4 25.0 10.5

Total 104 23 88 4 219

3.10 Outcomes of Academic Appeals by Disability

Yes No Total

Dismissed by PVC(T) Nr 6 34 40 % 18.2 18.3 18.3

Dismissed by AR Nr 10 90 100 % 30.3 48.4 45.7

Upheld Nr 12 44 56 % 36.4 23.7 25.6

Withdrawn Nr 5 18 23 % 15.2 9.7 10.5

Total 33 186 219

3.11 Commentary

• BAME students continue to be over-represented in academic appeals (47.5% of appeals in 2017 against a population of 15.5%).

• Appeals from Disabled students are broadly inline with the University population (13.7% of appeals against a population of 13.9%)

• Appeals by gender are broadly inline with the University population (40.2% appeals from females against a population of 39.3%)

• In terms of appeal outcomes, upheld rates for female students were in advance of their male peers. BAME students were less likely to have their appeal upheld that white students. Students who had declared a disability where more likely to have their appeal upheld than students who had not declared a disability.

4 Satisfaction

4.1 NSS Satisfaction Rates by Gender

Loughborough Female Male % Agree % Agree % Agree

2017 2018 2017 2018 2017 2018 Overall satisfaction 91.7 88.1 92.7 89.2 91.1 87.3 The teaching on my course 89.3 87.2 90.0 89.0 88.8 85.8 Learning opportunities 88.0 85.7 88.9 86.6 87.4 85.1 Assessment and feedback 76.5 74.8 77.0 76.8 76.2 73.3 Academic support 84.0 82.9 84.2 82.3 83.8 83.3 Organisation and management 87.3 83.5 88.0 83.1 86.9 83.8 Learning resources 92.6 91.4 92.3 90.2 92.8 92.3 Learning community 83.8 82.7 84.3 83.6 83.4 82.1 Student Voice 78.6 76.9 81.3 80.3 76.8 74.4

Note – Green signifies where we are above the overall top quartile average, Red signifies where we are below the sector average

4.2 NSS Satisfaction Rate by Ethnicity

Loughborough Asian Black Not known Other White % Agree % Agree % Agree % Agree % Agree % Agree

2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 Overall satisfaction 91.7 88.1 91.4 86.1 90.4 75.9 81.8 63.6 94.5 84.9 91.8 89.5 The teaching on my course 89.3 87.2 88.6 83.4 86.1 78.0 81.8 68.2 88.5 83.9 89.7 88.7 Learning opportunities 88.0 85.7 88.0 83.0 86.4 80.9 87.9 69.7 88.4 86.6 88.0 86.5 Assessment and feedback 76.5 74.8 75.0 70.5 72.8 69.4 81.8 59.1 76.9 70.0 76.9 76.2 Academic support 84.0 82.9 83.8 81.2 79.0 71.9 72.7 60.6 88.0 77.2 84.2 84.3 Organisation and management 87.3 83.5 86.6 82.0 86.7 76.9 78.8 72.7 90.9 78.7 87.4 84.5

Learning resources 92.6 91.4 89.6 92.8 93.5 92.5 84.9 60.6 96.0 90.6 92.8 91.3 Learning community 83.8 82.7 83.2 81.1 80.4 76.1 68.2 72.7 84.8 77.2 84.1 83.8 Student Voice 78.6 76.9 77.8 77.5 76.2 67.0 65.9 47.7 83.6 70.7 78.7 78.0

Note – the numbers within the Unknown category above are very small, therefore resulting in sizable differences in satisfaction across the two years

4.3 NSS Satisfaction Rate by Disability

Loughborough

A specific learning disability (e.g. dyslexia,

dyspraxia, ADHD) No known disability

Other disability (Excluding Dyslexia, dyspraxia, ADHD)

% Agree % Agree % Agree % Agree 2017 2018 2017 2018 2017 2018 2017 2018

Overall satisfaction 91.7 88.1 88.4 83.6 92.3 88.8 88.7 83.2 The teaching on my course 89.3 87.2 87.5 84.2 89.8 87.5 85.4 86.9 Learning opportunities 88.0 85.7 86.1 87.0 88.4 85.8 84.7 82.7 Assessment and feedback 76.5 74.8 74.5 70.5 77.2 75.1 69.4 75.5 Academic support 84.0 82.9 80.9 81.2 84.6 83.0 79.6 83.0 Organisation and management 87.3 83.5 81.8 79.2 88.2 84.1 83.0 80.1 Learning resources 92.6 91.4 89.7 88.6 92.9 91.7 92.5 90.0 Learning community 83.8 82.7 81.1 82.8 84.4 82.9 78.2 80.6 Student Voice 78.6 76.9 76.7 74.3 79.4 77.3 70.8 74.5

4.4 PTES Satisfaction Rates by Gender, Ethnicity and Disability Status

Average Teaching

and Learning

Average Engagement

Average Assessment & Feedback

Average Dissertation

Average Organisation

and Management

Average Resource

Average Skills

Average Info

Overall, I am satisfied with the quality of the course

Mean Mean Mean Mean Mean Mean Mean Mean Agree Neutral Disagree What is your gender?

Male 1.71 1.76 1.91 1.62 1.87 1.64 1.69 1.67 681 87.4% 65 8.3% 33 4.2% Female 1.76 1.82 1.87 1.66 1.94 1.70 1.79 1.78 619 83.9% 78 10.6% 41 5.6%

What is your ethnic group? (Please choose one option that best describes your ethnic group or background):

White 1.82 1.87 2.10 1.75 2.11 1.79 1.82 1.81 330 83.3% 34 8.6% 32 8.1%

Black 1.66 1.77 1.88 1.65 1.89 1.79 1.61 1.52 88 88.0% 7 7.0% 5 5.0%

Asian 1.85 1.89 2.10 1.80 2.01 1.61 1.83 1.80 143 84.6% 17 10.1% 9 5.3%

Chinese 1.66 1.71 1.70 1.56 1.76 1.59 1.68 1.68 676 87.3% 75 9.7% 23 3.0%

Mixed 1.92 1.97 2.15 1.76 2.15 1.79 1.91 1.79 32 82.1% 5 12.8% 2 5.1%

Other 1.72 1.93 2.18 1.52 1.98 1.70 1.78 1.79 18 75.0% 4 16.7% 2 8.3%

Prefer not to say 2.90 3.27 3.50 2.75 3.40 3.17 2.78 2.89 2 66.7% 0 0.0% 1 33.3%

Disability Yes 1.73 1.79 1.92 1.50 1.93 1.64 1.73 1.70 67 88.2% 4 5.3% 5 6.6% No 1.72 1.78 1.87 1.64 1.89 1.66 1.73 1.72 1187 86.3% 125 9.1% 64 4.7% Prefer not to say 2.00 2.06 2.25 1.93 2.25 1.87 1.98 2.13 38 67.9% 14 25.0% 4 7.1%

4.5 Student Complaints 2014/15 to 2016/17 – Internal Procedures

Over the three year period, the number of formal complaints under Ordinance XXXVIII has remained fairly consistent with previous years (4 in 16/17, 5 in 2015/16 and 8 in 2014/15). The overall numbers remain small, so no attempt has been made to prepare detailed diversity statistics.

4.6 Commentary

• Satisfaction levels for students completing the NSS show no significant disparity by gender. Disabled students completing the NSS appear to be less satisfied that their non-disabled peers. Black students in 2018 appear to be less satisfied than students from other Ethnicities in all areas apart from in terms of their satisfaction with learning resources.

• The following are notable in terms of the Postgraduate Taught Experience Survey (PTES) (see section 5.4 above):

o Female students completing the survey seem to be marginally less satisfied with the overall quality of the course than their male counter-parts. o Black students are, on average, more satisfied than their white peers.

o Although only small in number, mixed students seem to be particularly dissatisfied with the overall quality of their course. The same can be observed in the other category, though caution should be applied to this finding given that the ‘other’ category may contain students from a broad range of ethnic backgrounds.

5 Disciplinary Offences

5.1 Minor Offences (Section 2) by Age

By age range: 2014/2015 2015/2016 2016/2017 2017/18 Number % Number % Number % Number %

<=21 228 91% 190 82% 298 79% 198 70% >21 23 9% 40 17% 77 21% 86 30% Unknown 1 0.4% 1 0.40% 0 0% 1 0% Grand Total 252 100% 231 100% 375 100% 285 100%

5.2 Major Offences (Section 3) by Age

By age: 2014/2015 2015/2016 2016/2017 2017/2018 Number % Number % Number % Number %

<=21 13 87% 17 85% 8 100% 6 66.7% >21 2 13% 3 15% 0 0% 2 22.2% Unknown 0 0% 0 0% 0 0% 1 11.1%

5.3 Minor Offences (Section 2) by Disability

By Disability: 2015/2016 2016/2017 2017/18

Number % Number % Number % Yes 8 3.5% 8 2% 15 5% No 222 96.1% 367 98% 270 95%

(blank) 1 0.4% 0 0% 0 0%

Grand Total 231 100% 375 100% 285 100%

5.4 Major Offences (Section 3) by Disability

By Disability: 2013/2014 2014/2015 2015/2016 2016/2017 Number % Number % Number % Number %

No 14 100% 14 93% 19 95% 7 88% Yes 0 0% 1 7% 1 5% 1 13% Grand Total 14 100% 15 100% 20 100% 8 100%

5.5 Minor Offences (Section 2) by Ethnic Group

By Ethnicity: 2014/2015 2015/2016 2016/2017 2017/2018 Number % Number % Number % Number %

BAME 61 24% 68 29% 107 29% 91 32% White 190 75% 160 69% 256 68% 188 66% Unknown 1 0.40% 3 1% 1 0% 4 1% N/A 0 0.00% 0 0% 11 3% 2 1%

5.6 Major Offences (Section 3) by Ethnic Group

By Ethnic Group: 2014/2015 2015/2016 2016/2017 2017/2018 Number % Number % Number % Number %

BAME 5 33% 4 20% 2 25% 4 44.4% White 10 67% 16 80% 6 75% 5 55.6%

5.7 Minor Offences (Section 2) by Gender

By Gender: 2014/2015 2015/2016 2016/2017 2017/2018

Number % Number % Number % Number % Female 29 12% 40 17% 65 17% 63 22% Male 222 88% 190 82% 310 83% 222 78% Unknown 1 0.40% 1 0.40% 0 0% 0 0% Grand Total 252 100.00% 231 100.00% 375 100% 285 100%

5.8 Major Offences (Section 3) by Gender

By Gender: 2014/2015 (part year) 2015/2016 2016/2017 2017/2018 Number % Number % Number % Number %

Female 2 13% 2 10% 0 0% 0 0% Male 13 87% 18 90% 8 100% 9 100% Grand Total 15 100% 20 100% 8 100% 9 100%

5.9 Commentary

• Disabled students are under-represented in relation to committing disciplinary offences, making up 5% of offences, in comparison to 12.9% of the student population.

• BAME students are over-represented in relation to offences, making up 32% of section 2 offences and 44% of section 3 offences, whilst they make up 15.5% of the student body.

• Female students make-up 22% of section 2 offences and 0% of section 3 offences, an under-representation in comparison to there make up of the student population, 39.3%.

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