The information published on these pages shows:   

  • The number of applications for admission on to higher education courses that we have received

  • The number of offers we have made in relation to those applications

  • The number of those offers accepted and the number of those who have registered with us

  • The number of students who registered and went on to complete their course with us

  • The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.  


It also shows these numbers by reference to:  

  • The gender of the individuals to which they relate 

  • Their ethnicity

  • Their socioeconomic background.  


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.   

With regard to information that is split by the three characteristics of gender, ethnicity and socioeconomic background you will see that some figures may be highlighted. This is because those differences between groups of students with particular characteristics are notable.   


View Data


UEA regularly assesses its performance in terms of access, success and progression for students with different characteristics including underrepresented groups.

As noted above, the data presented has not been contextualised and our analysis does indicate some explanatory factors for the results including high demand for limited places on our Pharmacy and Medicine courses and trends in entry qualification types.

UEA has made an institutional commitment to social diversity enriching learning for all. This means that we take a whole institutional approach to widening access and participation that spans all aspects of the student journey, including academic, personal, social and professional development; engaging with all staff and services to ensure equality of opportunity for all potential and current students. Key commitments include:

  • Increasing access to Higher Education (HE) generally, and UEA specifically, for students from areas of lower higher education participation and of social deprivation and a whole lifecycle approach to support retention, attainment of good degrees and progression to further employment or further study for these students at UEA

  • Increasing access to UEA for specific Black, Asian and minority ethnic (BAME) students and a whole lifecycle approach to close the black attainment gap at UEA

  • Increasing access to UEA for mature students and supporting the student experience to level the playing field in terms of retention and success

  • Supporting the whole student lifecycle for disabled students, particularly in terms of ensuring success and progression, including particular focus on supporting students with mental health problems, learning difficulties or Asperger's Syndrome or other Autistic Spectrum Disorder

  • Increasing understanding of, and support for, students who experienced disruption in their education including having been in local authority care and/or from military families

  • Increasing understanding of, and support for, students with different educational backgrounds including non-A level qualifications or significant breaks from education

  • Increasing understanding of, and support for, students facing additional pressures including estrangement from parents, being parents and/or having other caring responsibilities.


We have dedicated staff focussed on taking action to meet these important commitments with plans for significant activity over the next 5 years as summarised in the following diagram:


Widening Participation Activity Plan


Examples of specific activities include the following; all of which are designed to address gaps highlighted in the data published on this page.

  • To address gaps in the volume of applications, offers and accepts we are developing:

    • A contextual admissions scheme for local students which combines progressive outreach engagements to build skills and to prepare students for HE combined with a contextual offer from UEA. One aim will be to include a guaranteed offer if students meet basic course specific entry requirements, alongside a reduced grade offer

    • A BTEC specific programme focused on FECs locally and nationally to support applications and transition for students from vocational backgrounds

    • Programmes of work with national charities who engage WP groups in urban areas to encourage progression to UEA from Indices of Multiple Deprivation Q1&2 and BAME groups

    •   We are currently piloting a mentoring programme in London for Black students where they receive personal mentoring from a current UEA student from a BAME background. The aim is to help young Black people to realise their potential, boost their confidence and help with practical aspects such as their UCAS application and getting the most from open days. If the programme is a success then we hope it can be rolled out to other areas.


  • To address a potential gap in prior attainment for these groups applying to UEA we are placing greater emphasis on attainment raising activity for both GCSE and Level 3 qualifications

  • We are implementing a new Inclusive Education Policy that will remove systemic barriers to equality of HE experience including addressing specific attainment gaps for black students. The policy establishes a proactive, whole‐institution approach, embedding inclusive practice as part of a mainstream provision (rather than compensatory or additional) to maximise the opportunity for success for all, through four interrelated elements:

  1. Inclusive Curriculum – the content of what is taught and learning materials 

  2. Inclusive Assessment – the way student attainment is measured and qualified

  3. Inclusive Pedagogy – the way the content of the curriculum is taught 

  4. Inclusive Environment – the non‐classroom experience

  • We have also developed a specific action plan to address the factors influencing degree attainment for Black students at UEA spanning living and studying elements of the student experience. The key focus for this work is on increasing awareness and understanding of the issues and challenging mind-sets through conversations at all levels and making systemic, structural and cultural changes to ensure representation, diversity and sense of belonging on campus.


More detail on UEA performance and action planning can be found in our Access and Participation Plans for 2019/20 and 2020/21 to 2024/25.