Table 26 - UK domiciled first degree qualifiers by classification of first degree, religious belief, sex, age group, disability marker and ethnicity marker 2014/15 to 2021/22
- Title: UK domiciled first degree qualifiers by classification of first degree, religious belief, sex, age group, disability marker, ethnicity marker, mode of study and academic year
- Reference ID: DT051 Table 26
- Location: UK
- Academic years: 2014/15 to 2021/22
- Data source: HESA
- Data collection: 051,054
- Sourced from: Detailed tables (Students)
- Data source link: https://www.hesa.ac.uk/data-and-analysis/students/table-26
- Data file canonical link: https://www.hesa.ac.uk/data-and-analysis/students/table-26.csv
- Licence: Creative Commons Attribution 4.0 International Licence
- Disclaimer: Please note that this data includes rounded totals. Caution must be taken when importing into a pivot table so as not to double count.
- Table 2014/15 total: 331,225
- Table 2015/16 total: 337,255
- Table 2016/17 total: 349,540
- Table 2017/18 total: 351,510
- Table 2018/19 total: 354,575
- Table 2019/20 total: 344,500
- Table 2020/21 total: 367,540
- Table 2021/22 total: 354,945
- Last updated: Jan-23
Table 26 - UK domiciled first degree qualifiers by classification of first degree, religious belief, sex, age group, disabilty marker and ethnicity marker
Academic years 2014/15 to 2021/22
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Note that HESA collect separate information on the religious background of Northern Ireland domiciled students studying at providers in Northern Ireland. This is collected to comply with Northern Ireland statutory Equal Opportunities monitoring and published by DfE(NI) on a yearly basis. Data on religious belief (as presented in this table) and religious background should not be used interchangeably. It has been compulsory for providers to return religious belief data to HESA since 2017/18 only. Data for 2017/18 is of poorer quality than 2018/19 onwards. For this reason, only data for 2018/19 onwards has been included.
Due to the COVID-19 pandemic, in 2019/20 many providers issued public statements that a 'no detriment' approach would be adopted when it came to assessment. This typically ensured that students would be awarded a final grade no lower than the most recent provider assessment of their attainment. Although many of the blanket ‘no detriment’ policies of the previous year were discontinued at the end of the 2019/20 academic year, many providers instituted modified mitigation policies designed to take into consideration the ongoing difficulties faced by students. The continuation of these mitigation policies, coupled with changes to assessment practices, is reflected in the degree classifications awarded in the 2020/21 academic year. More detail can be found in The impact of the Covid-19 pandemic on student data for 2020/21.
Type of data
HESA (Higher Education Statistics Agency) is part of Jisc. We are the experts in UK higher education data and analysis. We have been collecting higher education information since the 1994/95 academic year.
Student data is taken from both the HESA Student record and the HESA Student Alternative record. Universities, colleges and other higher education providers return data to HESA via one or other of these records on an annual basis. The records collect a wide range of information, including data about students' personal characteristics, courses and modules of study, and qualifications achieved. The Student alternative record first began in the 2014/15 academic year, with data published from the record from 2015/16 onwards. Data on students pursuing teacher training qualifications is taken from the Initial Teacher Training record, while data on students studying wholly overseas is taken from the Aggregate offshore record.
We provide data and analysis on students to a wide variety of customers, including:
- Universities (via the Heidi Plus analytics tool)
- Academic and commercial researchers
- Students and potential students
- Policy makers.
Our data is used to regulate the sector, inform policy making, advance understanding of social and economic trends, support student decision making, and enhance public understanding of - and confidence in - the higher education sector.
Rounding and suppression strategy
We implement a rounding and suppression strategy in published and released tabulations designed to prevent the disclosure of personal information about any individual. This strategy involves rounding all numbers to the nearest multiple of 5 and suppressing percentages and averages based on small populations.
We publish annual statistical bulletins about students in higher education.
Our HE Student Data pages collect together all of the tables we publish on students in higher education.