The Sunday Times has compiled this guide from the latest data available. The following methodology shows how we used the information in our league table and individual university profiles.

THE LEAGUE TABLE

Universities were ranked according to marks scored in seven key performance areas.

Teaching excellence
Subject areas have been assessed on a rolling programme. The number of “excellent” areas is shown as a percentage of the total number of subjects assessed at each university since 1995. Excellence is defined as: subjects scoring at least 22/24 points, those ranked excellent, or those in which there is confidence in academic standards and in which teaching and learning, student progression and learning resources have all been ranked commendable. Under the numeric system, we have disallowed any subject that scored fewer than three points in any of the six assessment categories. Teacher training excellence is based on a ranking system using Ofsted assessments, produced by Professor Alan Smithers and Dr Pamela Robinson of the Centre for Education and Employment Research, University of Buckingham. We have given the overall percentage a 2.5 times weighting in the league table. Sources: Quality Assurance Agency; Scottish Higher Education Funding Council; Higher Education Funding Council for Wales; all accurate as at August 31, 2004.

Research quality
We used data from the most recent Research Assessment Exercise, published in December 2001. Seven different ratings were awarded for quality. The number of staff entered for assessment was also recorded. We have taken into account both the quality and quantity of research assessed to produce a percentage score for excellence. This score was given a double weighting in the league table. Source: Higher Education Funding Council for England (Hefce).

A/AS-level points
Nationally audited data for the 2002/03 academic year were used for league table calculations. Points gained under the Ucas tariff system from A- and AS-levels were used to calculate scores for all universities, except those where entrants holding Highers were in the majority. Grades were awarded points according to the following scale: A-levels - A:120, B:100, C:80, D:60 and E:40; AS-levels - A:60, B:50, C:40, D:30, E:20; Highers - A:72, B:60, C:48. A ceiling was set of 500pts and a percentage of all available points calculated for each university. This was then given a 2.5 times weighting. Source: Hesa, 2002/03 data, except North East Wales Institute, 2001/02 data..

Unemployment
The number of students assumed to be unemployed six months after graduation was calculated as a percentage of the total number of known destinations. This is shown as a percentage in each profile. For the league table calculation the percentage was subtracted from 50. Separately, the percentage of students who responded “yes” to the question: “Would you have been able to get the job you (are) doing...without the qualification you have recently obtained?” was subtracted from 50. Don’t knows were discounted from the percentage calculation. The two scores out of 50 were added to produce the league table score. Source: Hesa, 2002/03 Destinations of Leavers from Higher Education data. Bradford, Brighton and Paisley universities were awarded average scores for the second part of the above calculation.

Firsts/2:1s awarded
We calculated the percentage of students who graduated with firsts or 2:1 degrees. Unclassified degrees were excluded. Source: Hesa, 2002/03 data.

Student/staff ratio
The total number of full-time equivalent (FTE) students studying first degree and other undergraduate courses plus the number of full-time taught postgraduates was divided by the number of teaching and research staff at each institution. Staff doing research only were excluded. We took a ratio of 10:1 as a benchmark for excellence, worthy of 100 points in the league table. Source: Hesa, 2002/03 data.

Dropout rate
The number of students who drop out before completing their courses was compared with the number expected to do so (the benchmark figure shown in brackets). Benchmarks vary between universities according to subject mix and students’ entry qualifications. The percentage difference between the projected dropout rate and the benchmark was multiplied by 5 and awarded as a bonus/penalty mark. Universities that lost fewer students than their benchmark gained; those losing more had points deducted. Source: Hefce, Performance Indicators in Higher Education 2000/01 except Greenwich, 1999/2000. * Scores for the University of Manchester are based on those of the present university and Umist, ahead of their merger next month. Scores for Cardiff University incorporate the University of Wales College of Medicine, with which it merged on August 1. London Metropolitan University is excluded from the overall league table (but included in mini-tables where data is available) following the withholding of data from The Sunday Times relating to the predecessor universities, London Guildhall and North London

OTHER INDICATORS IN THE PROFILE

A-levels for entry
This shows the percentage of students of known background admitted to first-year courses (full-time or sandwich) in 2003/04 whose highest qualifications were A-levels (or Highers for Scottish universities). Where no data was provided by the university, centrally held figures from 2002/03 were used relating to A/AS-levels. Source: UK universities/Hesa.

Undergraduates/postgraduates
The first figure in each category shows the number of full-time students, the second, in brackets, part-time. Source: Hesa 2002/03.

Teaching staff
The number of staff at each university engaged in teaching and research. It excludes those engaged solely in research work and part-time staff, paid by the hour, who practise a profession or trade outside. Source: Hesa 2002/03.

Applications/places
The ratio of degree course applicants to the number accepted for these courses who applied through Ucas. The figure shown in brackets is the percentage increase or decrease in applications this year up to June 30, 2004. Source: Universities and Colleges Admissions Service (Ucas) annual statistical tables, 2003 entry, and Ucas 2004 application data.

Clearing entry
The percentage of spare places filled through clearing. Where the entry shows n/a, the university refused to disclose this information. Source: UK universities, 2003 entry, unless indicated.

Hardship fund
These monies are made available to increase access to university for students who might otherwise not be able to afford to study. Source: England, Department for Education and Skills, 2004/05 access to learning fund allocations; Scotland, Student Awards Agency, hardship fund/mature students bursary fund allocations 2004/05; Wales, Elwa (Education and Learning Wales), financial contingency fund allocations 2003/04; Northern Ireland, Queen’s 2003/04, Ulster, 2003/04.

EU/overseas students
This shows the percentage of students from the EU and overseas in 2004 who applied through Ucas. Source: Ucas annual statistical tables, 2003 entry.

Mature students
The percentage of students aged 21 or over when they began their undergraduate courses in September 2003. Source: Ucas annual statistical tables, 2003 entry.

State school
The percentage of young full-time first degree students of known background drawn from state schools or colleges. Source: Hefce, Performance Indicators in Higher Education, 2001/02.

Lowest social classes
The percentage of young full-time first degree students of known background whose parental occupation is non-skilled manual, semi-skilled or unskilled (social classes C2, D, E). Source: Hefce, Performance Indicators in Higher Education, 2001/02.

Low-participation areas
The percentage of young full-time first degree students of known background whose home postcode has a low participation record in higher education. Source: Hefce, Performance Indicators in Higher Education, 2001/02.

Live in
The percentage of full-time undergraduates living in university accommodation, 2003/04. The figure in brackets shows the percentage for first-years wanting to live in only. Also shown are the minimum and maximum costs of university-run student accommodation to the nearest pound. Source: UK universities.

Busa ranking
University standings in the Busa Overall Championship, 2003/04.

Rated excellent
A full list of the subjects at each institution considered to be excellent under The Sunday Times’s criteria, including the pre-1995 assessments now excluded from league table calculations (see Degree courses rated excellent)

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