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.
The Office for Students (OfS) is the regulator of higher education providers in England and requires all providers registered with it to have approved, and publish, an Access & Participation Plan.
Access and Participation Plan 2020-21 (pdf - 1mb)
Access and Participation Plan 2019-20 (pdf - 1mb)
Under the previous regulatory system with HEFCE for publicly funded universities and colleges in England, it was a requirement to have an access agreement approved by what was, at the time, the Office for Fair Access (OFFA).
Teesside University's Access Agreement sets out our commitment to widening participation and improving access.
View our Access Agreement for 2018-2019 (pdf - 1mb)
View our Access Agreement for 2017-2018 (pdf - 1mb)
View our Access Agreement for 2016-2017 (pdf - 1mb)
View our Access Agreement for 2015-2016 (pdf - 1mb)
View our Access Agreement for 2014-2015 (pdf - 1mb)
View our Access Agreement for 2013-2014 (pdf - 1mb)
View our Access Agreement for 2012-2013 (pdf - 1mb)
View our Access Agreement for 2011-2012 (pdf - 1mb)
View our Access Agreement for 2010-2011 (pdf - 1mb)
View our Access Agreement for 2008-2009, 2009-2010 (pdf - 1mb)
View our Access Agreement for 2006-2007, 2007-2008 (pdf - 1mb)
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.
| 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 | ||
N: 24 or fewer students in this population
| 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 | |
N: 24 or fewer students in this population
Transparency return tables 2019 (excel - 67kb)