Welcome to...

...

Did you know your Internet Explorer is out of date?

To get the best possible experience using our website we recommend that you upgrade to a newer version or other web browser. A list of the most popular web browsers can be found below.

Just click on the icons to get to the download page

If you understand that your browser is inadequate but you still wish to view the site click here

Access and Participation Statement

Please click here to view Metanoia Institute’s Access and Participation Statement.

Transparency return

The Institute is required to make an annual transparency data return to the Office for Students, the independent regulator of higher education in England. The information published on these pages shows:

  • The number of applications for admission on to recognised, undergraduate higher education courses that we have received from UK domiciled applicants.
  • 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.

Please note that as an Institute offering primarily post-graduate education and training, the under-graduate figures provided here in isolation do not fully reflect the breadth and diversity within the Student body at the Metanoia Institute.

As illustrated through the Institute’s commitment to widening Access and Participation, Metanoia Institute is proud of its heritage and its long history of promoting and developing a robust and anti-discriminatory culture while offering the very best in academic standards and competence practice.

In order to ensure that the Institute continues to eliminate barriers to learning we review and evaluate the following policies and practices periodically to ensure that all those with the potential to succeed at Metanoia Institute can do so:

  • Publicity - to encourage applicants from under-represented groups, by ensuring that its materials reflect the diversity of society and do not contain socially racially biased or stereotypical terminology, information or illustrations which contravene this policy;
  • Student recruitment and admissions – to promote equality through the recruitment, selection and admission of students;
  • Curriculum development - to provide a curriculum which furthers its commitment to equality and diversity with respect to the content, presentation and delivery of academic courses. The curriculum will prepare students for a multi-cultural society by promoting understanding and respect for all cultures and by encouraging tolerant discussion of a range of political beliefs and religious conviction. It will also expose students to cases and methodologies that incorporate variations by gender, race, ethnicity, sexuality, disability, class, and religion;
  • Student Support - to meet the needs of students who, as an outcome of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief (or no belief), sex, sexual orientation or class, may find particular difficulties related to their academic work or other aspects of their lives in the Institute.

 


 

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

White

30

100%

100%

95%

 

BAME

N

N

N

N

EIMD quintile

1 and 2

N

N

N

N

 

3 to 5

30

100%

100%

90%

Gender

Male

N

N

N

N

 

Female

30

100%

100%

95%

 

Other

N

N

N

N

 

Table 2a: Percentage of first degrees at grade 2:1 or above by characteristic for 2017-18 qualifiers


 

 

 

Percentage

Ethnicity

BAME

N

White

N

EIMD quintile

1 and 2

N

3 to 5

N

Gender

Female

N

Male

N

Other

N

 

Key

N/A      Not applicable as no applicants to this mode of study

N          24 or fewer students in this population

DP        Data suppressed for data protection reasons

 

Download the full Transparency Return here.