Archive Data
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Please click here to view Metanoia Institute’s Access and Participation Statement.
Download the full Transparency Return here.
Transparency return
The Institute is required to make an annual transparency data return to the Office for Students, the independent regulator of higher education in England. The information published on these pages shows:
- The number of applications for admission on to recognised, undergraduate higher education courses that we have received from UK domiciled applicants.
- The number of offers we have made in relation to those applications.
- The number of those offers accepted and the number of those who have registered with us.
- The number of students who registered and went on to complete their course with us.
- The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.
It also shows these numbers by reference to:
- The gender of the individuals to which they relate.
- Their ethnicity.
- Their socioeconomic background.
It is important to note that the data presented has not been contextualised. This means, for example, that you will not be able to see from this data how many of those applying to courses met the entry criteria. It is also the case that universities and colleges will often receive many more applications than they have spaces on courses, and so offer rates will necessarily be lower than application rates in those circumstances.
Please note that as an Institute offering primarily post-graduate education and training, the under-graduate figures provided here in isolation do not fully reflect the breadth and diversity within the Student body at the Metanoia Institute.
As illustrated through the Institute’s commitment to widening Access and Participation, Metanoia Institute is proud of its heritage and its long history of promoting and developing a robust and anti-discriminatory culture while offering the very best in academic standards and competence practice.
In order to ensure that the Institute continues to eliminate barriers to learning we review and evaluate the following policies and practices periodically to ensure that all those with the potential to succeed at Metanoia Institute can do so:
- Publicity - to encourage applicants from under-represented groups, by ensuring that its materials reflect the diversity of society and do not contain socially racially biased or stereotypical terminology, information or illustrations which contravene this policy;
- Student recruitment and admissions – to promote equality through the recruitment, selection and admission of students;
- Curriculum development - to provide a curriculum which furthers its commitment to equality and diversity with respect to the content, presentation and delivery of academic courses. The curriculum will prepare students for a multi-cultural society by promoting understanding and respect for all cultures and by encouraging tolerant discussion of a range of political beliefs and religious conviction. It will also expose students to cases and methodologies that incorporate variations by gender, race, ethnicity, sexuality, disability, class, and religion;
- Student Support - to meet the needs of students who, as an outcome of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief (or no belief), sex, sexual orientation or class, may find particular difficulties related to their academic work or other aspects of their lives in the Institute.
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Table 1a: Percentage of classified first degrees at grade 2:1 or above by characteristic for 2019-20 qualifiers.
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|
Characteristic |
Characteristic split |
Percentage |
|
Ethnicity |
BAME |
N |
|
Ethnicity |
White |
85% |
|
EIMD 2019 quintile |
1 and 2 |
N |
|
EIMD 2019 quintile |
3 to 5 |
N |
|
Gender |
Female |
70% |
|
Gender |
Male |
N |
|
Gender |
Other |
N |
|
Table 1b: Detailed information on attainment for 2019-20 qualifiers.
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Mode of Study |
Characteristic |
Characteristic split |
Headcount of classified First Degrees awarded |
Percentage of classified First Degrees awarded as first class |
Percentage of classified First Degrees awarded as upper second class |
Percentage of classified First Degrees awarded as lower second class |
Percentage of classified First Degrees awarded as third class / pass |
Headcount of unclassified First Degrees awarded |
Headcount of other undergraduate awards |
|
Full-time |
Ethnicity |
Asian |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Ethnicity |
Black |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Ethnicity |
Mixed |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Ethnicity |
Other |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Ethnicity |
White |
30 |
25% |
60% |
15% |
DP |
N/A |
N |
|
Full-time |
Ethnicity |
Unknown |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
1 |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
2 |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
3 |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
4 |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
5 |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
N/A |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
EIMD 2019 quintile |
Unknown |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Gender |
Female |
30 |
25% |
50% |
25% |
DP |
N/A |
N |
|
Full-time |
Gender |
Male |
N |
N |
N |
N |
N |
N/A |
N |
|
Full-time |
Gender |
Other |
N |
N |
N |
N |
N |
N/A |
N |
|
Part-time |
Ethnicity |
Asian |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Ethnicity |
Black |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Ethnicity |
Mixed |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Ethnicity |
Other |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Ethnicity |
White |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Ethnicity |
Unknown |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
1 |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
2 |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
3 |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
4 |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
5 |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
N/A |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
EIMD 2019 quintile |
Unknown |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Gender |
Female |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Gender |
Male |
N |
N |
N |
N |
N |
N/A |
N/A |
|
Part-time |
Gender |
Other |
N |
N |
N |
N |
N |
N/A |
N/A |
Chart format in PDF Format please click here
Data in Image format
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The data contained in the tables in this workbook have been rounded and suppressed as follows: |
|
Numerators and denominators have been rounded to the nearest 10. Where the numerator or denominator rounds to 20 or less, the data are suppressed with an "N". |
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Percentages are rounded according to the smallest, unsuppressed denominator in a given mode and characteristic. If the denominator rounds to: |
|
- 50 or less: percentages are rounded to 5% |
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- 1000 or less: percentages are rounded to 1% |
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- More than 1000: percentages are rounded to 0.1% |
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"N/A" is displayed where there is no provision in a given mode or level |
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"DP" indicates suppression for data protection reasons. This is applied where the numerator is two or less, or differs from the denominator by no more than two students. |
OLD ARCHIVED DATA
|
|
Number of applications |
Percentage of applications that received an offer |
Percentage of applications that accepted an offer |
Percentage of applications that led to a registration |
||
|
Full Time
|
Ethnicity |
White |
30 |
100% |
100% |
95% |
|
|
BAME |
N |
N |
N |
N |
|
|
EIMD quintile |
1 and 2 |
N |
N |
N |
N |
|
|
|
3 to 5 |
30 |
100% |
100% |
90% |
|
|
Gender |
Male |
N |
N |
N |
N |
|
|
|
Female |
30 |
100% |
100% |
95% |
|
|
|
Other |
N |
N |
N |
N |
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Table 2a: Percentage of first degrees at grade 2:1 or above by characteristic for 2017-18 qualifiers
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|
|
|
Percentage |
|
Ethnicity |
BAME |
N |
|
|
White |
N |
||
|
EIMD quintile |
1 and 2 |
N |
|
|
3 to 5 |
N |
||
|
Gender |
Female |
N |
|
|
Male |
N |
||
|
Other |
N |
||
Key
N/A Not applicable as no applicants to this mode of study
N 24 or fewer students in this population
DP Data suppressed for data protection reasons
Download the full Transparency Return here.