Skip to main content
Teachers and advisers

Widening participation


Promoting equality and diversity

Teesside University is committed to supporting individuals from groups underrepresented in higher education before and during their time with us. Widening participation groups we work with include those from low income families, young people with Special Educational Needs (SEND), Black, Asian, Minority and Ethnic young people (BAME), looked-after children and care leavers (LAC), young carers and mature students. View more information on these provisions using the links below.

 

SEND

Special Educational Needs & Disabilities

Find out more

BAME

Black, Asian, Minority and Ethnic Groups

Find out more

LAC

Looked-after children and care leavers

Find out more

 

Access and participation plan

Teesside University believes that individuals should be able to achieve their full potential and is committed to creating an inclusive campus that embraces diversity and supports students across the whole lifecycle from accessing higher education through to successful progression. This commitment is set out in our Access and participation statement.
View our Access and participation statement


OfS Transparency Return

The information published below shows:

It also shows these numbers by reference to:

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.

Table 1a: Summary of applications, offers, acceptances and registrations for 2018-19 entrants
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 BAME 1900 68.6% 26.8% 25.3%
White 10130 75.9% 32.5% 30.6%
EIMD quintile 1 and 2 6240 73.6% 33.9% 32.0%
3 to 5 5530 76.1% 29.5% 27.7%
Gender Female 7410 69.8% 31.5% 29.6%
Male 4690 82.5% 31.7% 29.9%
Other N N N N
Part Time Ethnicity BAME 70 94% 89% 78%
White 1200 94% 90% 82%
EIMD quintile 1 and 2 570 84% 72% 63%
3 to 5 810 89% 83% 74%
Gender Female 550 85% 71% 62%
Male 990 88% 82% 72%
Other N N N N
Apprenticeships Ethnicity BAME N N N N
White 290 96% 95% 87%
EIMD quintile 1 and 2 160 94% 93% 84%
3 to 5 140 97% 97% 90%
Gender Female 210 94% 93% 87%
Male 110 95% 95% 81%
Other N N N N

Key

N: 24 or fewer students in this population

Table 2a: Percentage of first degrees at grade 2:1 or above by characteristic for 2017-18 qualifiers
  Percentage
Ethnicity BAME 59%
White 69%
EIMD quintile 1 and 2 63.6%
3 to 5 71.8%
Gender Female 65.0%
Male 71.9%
Other N

Key

N: 24 or fewer students in this population


Further information

Transparency return tables 2019 (excel - 67kb)