Degree Outcomes Statement
The UK Standing Committee for Quality Assessment (UKSCQA) expects all Higher Education providers to publish a Degree Outcomes Statement that describes their ongoing commitment to maintaining academic standards and protecting the value and credibility of qualifications, and the degree classification system that underpins them, in the interests of students - past, present and future.
We review and analyse our degree outcomes on an annual basis for consideration by the University Quality and Standards Committee. The analysis is used to inform the updating of the Degree Outcomes Statement, reflecting upon arrangements for teaching, learning and assessment of students, its classification algorithm, good practice, risks and challenges.
The Degree Outcomes Statement for 2025, below, was approved by the Council for publication.
Introduction
In keeping with the statement of intent on degree classifications (May 2019) of the UK Standing Committee for Quality Assessment (UKSCQA), the University of Salford is pleased to confirm that we share the UKSCQA’s commitment to the protection of the value of UK degrees. This statement sets out how we are fulfilling, and will continue to fulfil, this commitment.
The University of Salford has a strong, long standing track record in widening participation and has consistently exceeded its benchmarks for access and participation from groups traditionally under-represented in Higher Education. The University’s Access and Participation Plan is a core element of its mission to transform lives, stimulate discovery and to enable all students to realise their potential. The Degree Outcomes Statement demonstrates the University’s commitment to protecting the value of students’ degrees over time.
Institutional Degree Classification Profile
The University’s degree classification profile sets out the percentage of degree classes awarded over the last five years for undergraduate (level 6) degree programmes.
Unless otherwise stated, summary statistics include both Home and Overseas first degree (i.e. honours degree) students:
University of Salford compared to the Sector:
| 2020-21 | 2021-22 | 2022-23 | 2023-24 | 2024-25 | |
|---|---|---|---|---|---|
| Sector | 82% | 79% | 78% | 77% | 79% |
| Salford | 86% | 76% | 70% | 70% | 74% |
* “Good” degrees in this context are defined as first and upper second class honours awards
| 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 | 2024-25 | |
|---|---|---|---|---|---|---|
| Minoritised ethnic group students % | 71.3 | 78.4 | 65.6 | 60.6 | 61 | 65.2 |
| Students from IMD Decile 1+2 % | 72.8 | 80.1 | 68.6 | 63.2 | 63 | 66.6 |
| Mature students % | 76.8 | 82.4 | 76.3 | 72.4 | 73 | 71.1 |
| Disabled students % | 75.7 | 84.6 | 76.8 | 73.6 | 73 | 74.9 |
| Male students % | 75.9 | 88.6 | 76.5 | 72 | 71 | 72.8 |
| Female students % | 78.6 | 83% | 76.1 | 72 | 70 | 74 |
Shown above is a breakdown of degree outcomes by characteristic. Minoritised Ethnic and IMD 1+2 students (shown in the table) are limited to UK-domiciled students only. The University of Salford Access and Participation Plan details how the University is addressing awarding gaps.
Assessment and marking practices
The University’s Assessment and Feedback Policy sets out the principles that inform its approach to assessment, which is conducted in line with the Academic Regulations for Taught Programmes. These principles support assessment and marking practices that are inclusive and designed to enable success and support continuation.
All module and programme specifications are scrutinised by the Programme Validation and Review Panel to ensure that the assessment strategies encourage student engagement with each element of assessment and that they are aligned to learning outcomes. Marks are awarded against marking criteria directly related to the learning outcomes. Schools produce brief descriptors of level performance and ensure that any issues arising from the annual review of subject-specific performance descriptors and their relationship to the University’s descriptors are addressed through actions as part of the Programme Monitoring and Enhancement Process.
External Examiners provide independent, valuable contributions in assuring the quality of vital elements of the students' experience, to enable the University to ensure that high quality teaching, learning and assessment are developed and maintained. They play a crucial role in contributing to the academic integrity of our awards. This involves assuring the appropriateness of the standards of awards, the quality of assessment opportunities afforded to students and the soundness and fairness of assessment processes. External Examiners provide an independent and insightful perspective on the standard of students' performance compared with those on similar programmes in other UK universities.
Academic Governance
The Scheme of Academic Governance sets out the University’s governance framework across the different levels as specified within the respective terms of reference and constitution for Senate and its Committees.
As the academic authority of the University, Senate maintains the quality and standards of the awards of the institution and in so doing protects the value of the degrees we award. Its primary duty is to safeguard the academic integrity of the University and it is the custodian of the University’s degree awarding powers. Through an annual quality report, Senate provides assurance to Council that academic governance is robust and effective for learning and teaching, the student experience, and research and knowledge exchange activities.
Senate delegates responsibility for institutional oversight of the quality of programmes and standards of awards for all provision including collaborative programmes and partnerships to the Quality and Standards Committee (QSC). QSC is responsible for the University’s Academic Regulations for Taught Programmes and the policies and procedures within the Academic Handbook that support the academic quality assurance activities that underpin the University’s programmes.
Assessment Boards act with delegated authority on behalf of Senate in making decisions on marks, progression and awards for taught programmes. In making such decisions, Assessment Boards operate in line with the University’s academic regulations, related policies, and with any relevant course specific regulations and relevant PSRB requirements.
Degree outcomes at collaborative partners are subject to the quality assurance processes as described above. Where provision is delivered in more than one location, Joint Boards of Study are held to facilitate collaborative management, with the same external examiner covering all programme iterations. Moderation and verification of assessment are also integrated across all points of delivery to ensure outcomes are consistently benchmarked to the same standards.
The University’s Programme Monitoring and Enhancement Procedure is the mechanism by which programme performance is continuously monitored, with timely consideration of qualitative and quantitative data relating to key performance indicators (KPIs) and sector-recognised standards. Actions are implemented to address areas that do not meet baseline requirements for student outcome and institutional KPIs. These are monitored through the year by School Education and Standards Committees and the Senate Committees to ensure resolution.
Classification Algorithm
The University publishes the degree algorithm annually in Section 8 of the Academic Regulations for Taught Programmes which is made available to all students, staff and external examiners. The Honours classification of Bachelor awards is based on the weighted aggregate of the best 100 Credits at each of Level 5 (25%) and Level 6 (75%), grade boundaries are set at 10% intervals from 40% (Third Class) to 70% (First Class). Assessment Boards make awards based on these boundaries with no bandwidth for borderline discretion or consideration of contextual factors.
Through routine monitoring of degree outcomes through the academic governance committees, the University amended its grade boundaries in 2016 to address upwards trends in the number of first-class awards. The impact of this change was evident for graduates completing their studies in July 2019 which saw a reduction in the number of first class awards, bring them back in line with the sector.
During the Covid Pandemic, there was an introduction of ‘no detriment / safety net’ approaches to ensure that students were not disadvantaged. The proportion of good degrees rose in 2020/21, compared to the previous year, increasing by 6.4% and the rates of both upper second- and first-class honours degrees rose above their sector averages. The University responded to this increase by reviewing the impact of the ‘no detriment’ approaches and correctly anticipated that there would be a reduction in the number of first and good degrees awarded in subsequent years, where no further ‘no detriment’ approaches were applied. This was evidenced by the number of both Good Degrees and Firsts decreasing in 2023-24, returning to a profile similar to 2018/19 (the last complete pre-pandemic year).
In 2024-25, an increase in the percentage of the University’s good degrees from 71% to 74% was seen for the first time post-pandemic, which mirrored the increase in the sector average which rose from 77% to 79%.
More recent amendments to the University’s classification of awards have included a change to the programme mark which will be rounded to the nearest decimal place and used to determine classification from 2025/26. Following a review of its Academic Regulations, and in the light of guidance from Office for Students, the University will classify all awards from September 2028 based on all marks achieved for credit required at levels 5 and 6 for all students. Modelling the change to the algorithm indicated that there would be a decrease in the number of first and good degrees awards. This change will address the recent rise seen in the number of good degrees awarded in 2024/25 but is also indicated to impact the ethnicity awarding gap. The 2028/29 implementation date will avoid disadvantaging current full-time level 5 students and any new registered level 5 students recruited in September 2026. During 2026/27, the University will continue to review its algorithm and assess the impact on student outcomes, alongside the work of its Education Delivery Plan, taking account of sector insights and any further guidance from the OfS.
Teaching Practice and Learning Resources
The Learning and Teaching Enhancement Centre (LTEC) is a well established component of the University’s learning and teaching infrastructure and plays a key role in supporting delivery of the University’s Education Delivery Plan (EDP), Realising Inclusive Education for All. The EDP provides a coherent framework that aligns LTEC activity with institutional priorities and objectives, ensuring that enhancement of teaching and learning is linked to improved educational quality, student outcomes, and institutional assurance.
LTEC works directly with Schools to support the development of teaching practice and learning resources aligned to EDP priority outputs, including inclusive curriculum and assessment design, student engagement and belonging, digital and blended learning, and staff capability development. This targeted, school based approach ensures that enhancement activity is embedded within programmes and contributes to consistent and transparent approaches to learning, teaching, and assessment. LTEC also supports institution wide initiatives aligned with the EDP, including partnership working with the Students’ Union, the establishment and sustaining of teaching focused communities of practice, and key staff development for educational use of generative AI and digital inclusion.
In 2025 the University introduced an internally accredited Advance HE scheme, the Salford Accredited Learning and Teaching (SALT) Fellowship Scheme, which is overseen and delivered through LTEC. The scheme provides staff with supported routes to professional recognition aligned to the Advanced HE Professional Standards Framework and contributes to institutional oversight of teaching quality and academic practice. As of January 2026, Salford staff hold 55 Associate Fellows, 583 Fellows, 98 Senior Fellows and 7 Principal Fellows, including 17 Senior Fellowships awarded through SALT. LTEC has also developed a pipeline for national recognition, supporting four National Teaching Fellowship awardees in the last two years, as well as a Collaborative Award for Teaching Excellence in 2024.
LTEC delivers structured professional development programmes that underpin institutional expectations for teaching quality. The Postgraduate Certificate in Academic Practice (PGCAP) recruits approximately 60 participants per year and is accredited at Advance HE Fellowship (FHEA), supporting consistent, evidence informed approaches to learning, teaching, and assessment. This is complemented by the Introduction to University Teaching programme, which supports new staff in meeting the University’s expectations for academic practice. In addition, LTEC provides oversight, support, and development in learning technologies, working with academic staff to ensure the effective and appropriate use of digital platforms and tools to support high quality, inclusive, and consistent learning experiences.
Risks and Challenges
The University recognises the sector-wide risks to the reputation of UK HE through grade inflation and as described above is committed to maintaining degree outcomes and avoiding inflation.