Programme Level Data

Student cohort data

This data gives you an overview of the student population of your course and how the cohorts may have changed. In relation to learning, teaching and assessment, this gives you a chance to think about how you provide appropriate support to the students you have.

Questions programme teams might consider in relation to this data:

Learning, Teaching and Assessment

Induction and transition: what experiences are students likely to have had before coming to MMU? What activities and information would help to smooth the transition? Are there any significant groups which need particular support? How might this be organised? UTA induction resource »

Approaches to teaching: most MMU programme teams are very accustomed to working effectively with diverse groups of students. This data will indicate any significant shift from one year to another, or between programmes in the same faculty which may lead to suggestions for your Continuous Improvement Plan.

For instance, if a large number of your students live at home, do you need to provide timetabled opportunities for groupwork during the day, as it may be difficult for them to organise informally? If you have a large number of mature students, is there any way of incorporating their previous experiences into a teaching plan? Is the size of a lecture group such that you need to design in more structured opportunities for interaction? Do lectures need to be adapted to accommodate specific disabilities? Is there anything the team can do to support integration across a diverse student group, such as structured small group activities?   If numbers are generally increasing, is this having an impact on teaching space and other resources? Is this a trend likely to continue, and if so, how will you continue to provide appropriate student support?

Groupwork: how should groups be set up - randomly, or based on factors such as friendship, geography, previous qualifications, age? What support is in place for groups? Is their work formatively or summatively assessed? UTA groupwork resource »

See Principle 1 of the The Manchester Met Education Strategy and Learning and Teaching Principles for more ideas for programme teams to consider. 

Student Enrolment Data

Are the trends in line with your plan for the programme? If applications have dropped or you’re offering to an increasing proportion of applicants, how might you stimulate more interest in your course?

If your proportion of Firm (i.e. first) choices is decreasing, and your insurance (i.e. second) choices and increasing it means that applicants are favouring other institutions. What can you do to put your course at the top of their list? 

Entry tariff, as measured by UCAS points is a proxy for students’ academic capability and can have an influence on progress and outcomes. What can you do to raise or maintain entry tariff and incoming student capability more broadly? (Note: prior to 2012/13, this measure does not include those coming in with BTECs or Access agreements).

If there are schools with high numbers of applicants but low enrolments from a particular school, what can you do to encourage further take-up?

What improvements can you make to your course based on what your competitor universities are doing?

If this is an area you need to work on, and you you haven’t already done so, you will find it useful to make contact with your Recruitment and Admissions team (MMU login required) and discuss the statistics in more detail.