THE UNIVERSITY OF MANCHESTER ANNUAL PERFORMANCE REVIEW 2016-17 FACULTY OF SCIENCE AND ENGINEERING

CONTENTS E PAG PRIORITIES AND ISSUES ______3 SUMMARY OVERVIEW TABLES ______4 INTRODUCTION ______7 FACULTY AND SCHOOL SWOT ANALYSES Faculty of Science and Engineering ______18 Chemical Engineering and Analytical Science ______19 Chemistry ______20 Computer Science ______21 Earth and Environmental Sciences ______22 Electrical and Electronic Engineering ______23 Materials ______24 Mathematics ______25 Mechanical, Aerospace and Civil Engineering ______26 Physics and Astronomy ______27 FINANCE DATA ______28 FACULTY RISK REGISTER AND SUMMARY OF COMPLIANCE Faculty Risk Register ______30 Faculty Risk Map ______39 Summary of Compliance ______40 RESEARCH PERFORMANCE Faculty and School Overview ______43 RGC income ______44 RGC awards ______48 RGC applications ______55 Citations ______56 Research Profiling Exercise/REFPE ______57 Completion Profile ______60 PGR enrolments ______66 Invention disclosures, PoP, IP and Licences ______71 TEACHING PERFORMANCE Faculty and School Overview ______73 ______74 ______81 Graduate Employability ______83 % from Low Participation Neighbourhood (LPNs) ______85 % from NS SEC ______86 Non-continuation ______87 Intake Profile ______88 UG enrolments ______92 Student: staff ratios ______95 Attainment ______96 Stellify ______104 SOCIAL RESPONSIBILITY Faculty and School Overview ______105 Priority one: Research with social and environmental impact ______106 Priority two: Socially responsible graduates ______108 Priority three: Engagement ______110 Priority four: Responsible processes ______112 Priority five: Environmental sustainability ______113 STAFF SURVEY QUESTIONS Staff Survey Questions ______114 Staff Survey Action Plan ______117 OPERATIONAL PRIORITIES Review of progress against 2016/17 Operational Priorities ______120 FSE Operational Priorities 2017/18 ______137 Faculty Priorities and Issues

Summary

The key operational priorities identified for 2017/18 are:

i) Review and develop an action plan to improve Teaching and Learning across the Faculty, thereby improving league table positions (by October 2017) ii) Enhance the profile of research activities across the Research Beacons and increase their impact, whilst optimising planning around MECD, HRI and other capital projects, including strategic development of new interdisciplinary activities to ensure delivery of University priorities (by July 2018) iii) Mentor and develop the range of existing leaders and tier 4 personnel (academic and PSS) to provide impactful leadership to enhance staff performance (by April 2018) and well-being and identify the next tier of leaders for future development programmes (by July 2018) iv) Strengthen our world class people by consolidating the flagship Kathleen Ollerenshaw Fellowship Scheme further linking this into the University-wide investments in ECAs, whilst harnessing the diversity of our staff by consolidating progress on Athena Swan Awards, Juno Champion Awards, Race Equality Charter Mark and unconscious bias training (by December 2017) v) Simplification and standardisation of processes across the Faculty and Schools especially in the areas of Teaching and Learning (by June 2018)

The issues that the Faculty wishes to discuss during the APR are:

i) What are the barriers to achieving gold in TEF and equivalent in REF specifically in the context of University-wide issues, such as estates, culture and resources? How do we develop clearer mechanisms for cross-School teaching and research? ii) How do we maintain staff moral and high quality activity during change (Faculty Review; MECD; Student Lifecycle) in order to take staff with us successfully and positively as a result of implementation of agreed outcome of the Faculty review? iii) How do we improve engagement, consultation, decision making and managing staff? Can we review our processes to ensure that we promote higher staff engagement, harness staff contribution and enable buy-in?

Page 3 of 148 APR Overview 2016/17

ChemicalScience EngineeringChemistry and AnalyticalComputer ScienceEarth and EnvironmentalElectrical Sciences and ElectronicMaterials EngineeringMathematics Mechanical,Engineering AerospacePhysics and and Civil Astronomy Dalton Research InstituteFacultyResearch Office (Including Institutes FY) and FSE Total Financial Performance 1 HEFCE Income £m 2.7 5.0 2.5 3.3 2.7 3.7 2.5 3.6 5.4 n/a 0.7 32.1 2 Tuition Fee Income £m 13.9 9.7 10.6 8.3 15.6 20.0 19.7 31.6 10.0 (0.1) 0.0 139.4 3 RGC Income (revenue) £m 4.9 20.7 7.4 9.2 9.6 13.3 3.2 5.4 21.3 0.4 0.3 95.7 4 Endowment, Investment & Other Income £m 1.0 3.0 1.0 1.3 1.9 3.8 0.6 2.3 2.6 0.1 2.9 20.3 5 Total Income £m 22.5 38.4 21.6 22.1 29.9 40.6 26.0 42.9 39.3 0.4 3.9 287.5 6 Pay £m 7.2 17.6 10.4 10.8 11.5 15.7 8.1 12.9 18.7 1.4 12.3 126.5 7 Non-pay £m 3.1 10.1 2.8 5.0 5.5 9.2 1.7 5.0 10.6 1.0 6.3 60.3 8 Total Expenditure £m 10.3 27.7 13.1 15.8 17.0 24.9 9.8 17.9 29.3 2.4 18.6 186.8 9 Contribution £m 12.2 10.8 8.5 6.4 12.8 15.7 16.2 25.0 10.0 (2.0) (14.7) 100.7 10 Contribution per academic staff FTE (27+28) 247,816 139,715 122,939 95,880 155,850 180,046 192,376 234,017 116,891 (1,526,718) (3,491,686) 141,064 11 Income per academic staff FTE (27+28) 457,038 496,766 312,410 331,086 364,057 465,596 308,752 401,573 459,380 305,344 926,366 402,740 12 Income per total staff FTE (32) 168,262 127,224 118,753 119,881 132,730 142,351 202,052 176,652 116,083 19,910 15,986 125,744 Research Performance 13 Research Income per RGC (inc RFs) FTE 114,486 295,757 125,169 130,441 137,931 142,018 40,827 60,194 226,379 173,160 136,364 142,330 14 International research income 1.0 4.7 2.7 2.6 0.3 2.6 0.9 0.8 5.5 0.0 0.0 21.1 15 Business income 0.9 1.6 0.7 1.0 3.3 3.3 0.2 1.4 0.8 0.0 0.3 13.6 16 PGR Enrolments 125 319 134 148 195 293 84 168 213 n/a 4 1683 17 PGR Completions (% within 5 years) 68.6 86.3 60.0 88.5 79.7 79.0 93.3 71.0 92.9 n/a n/a 79.6 18 Citations (%) 17.80 22.10 18.50 19.80 18.00 20.60 12.90 16.10 25.20 n/a n/a 20.30 19 RRE - at least one 3* (or has 4*) (%) 96 97 84 96 92 78 77 82 83 n/a n/a 86 Teaching Performance 20 NSS 2017 Results for Q27 92 91 86 76 n/a n/a Response rate less than 50% 21 Tariff 478.5 443.5 450.4 396.7 443.0 444.1 467.9 445.8 526.5 n/a n/a 22 LPNs % 6.6 6.7 11.1 4.1 9.0 5.1 12.8 6.3 5.3 n/a 5.3 7.0 23 NSSEC % 28.6 19.6 22.5 29.9 33.9 19.0 32.1 20.5 19.8 n/a 24.9 24.6 24 Positive graduate destinations 82.1 80.7 86.8 78.7 88.2 68.5 76.7 86.0 80.1 n/a n/a 80.3 Staff and Student FTE 25 Student Load 1137 1103 951 671 1093 1526 1713 2097 1201 n/a 117 11608 26 SSR 24.8:1 15.5:1 15.0:1 10.3:1 14.5:1 18.1:1 21.1:1 21.0:1 14.9:1 n/a n/a 17.3:1 27 Academic Staff FTE (standard UoM grades) 45.8 71.0 63.5 65.1 75.2 84.3 81.1 100.1 80.6 1.3 3.8 672 28 Academic Staff FTE (atypical grades) 3.4 6.3 5.6 1.6 6.9 3.0 3.1 6.8 5.0 0.0 0.4 42 RGC Academic Staff FTE ATR+RFs 42.8 70.0 59.1 70.5 69.6 93.7 78.4 89.7 94.1 2.3 2.2 672.4 29 Research Only Staff FTE 43.3 153.9 68.2 68.7 87.0 103.1 27.3 48.5 133.0 4.0 15.0 752 30 Other Staff FTE e.g. technicians 18.6 35.6 3.4 23.8 30.6 48.3 0.0 40.1 67.0 6.0 79.9 353 31 PSS Staff FTE 22.6 35.1 41.1 25.1 25.5 46.6 17.2 47.4 53.0 8.8 144.9 467 32 Total Staff FTE (27+28+29+30+31) 133.7 301.8 181.9 184.4 225.3 285.2 128.7 242.9 338.6 20.1 244.0 2286.4 Staff Satisfaction 33 Overall I am satisfied with my job (%) 92 83 73 83 81 80 90 76 81 73* 76** 80 34 Response rate (%) 71 63 61 70 56 68 78 68 55 45* 42** 63 For Staff Satisfaction: * includes all Research Institutes ** includes Faculty Office only

Page 4 of 148 APR Overview 2015/16

Chemical EngineeringChemistry and Analytical ScienceComputer Science Earth, Atmospheric andElectrical Environmental and Electronic SciencesMaterials Engineering Mathematics Mechanical, AerospacePhysics and Civiland EngineeringAstronomyDalton Research InstituteFaculty Office (IncludingFSE FY) (EPS) and TotalResearch Institutes Financial Performance 1 HEFCE Income £m 2.6 4.3 2.6 2.6 2.7 3.5 2.5 3.6 5.2 0 0.7 30.4 2 Tuition Fee Income £m 12.8 8.5 9.9 5.6 16.6 19.5 18.4 27.1 9.2 (0.1) 0.6 127.9 3 RGC Income (revenue) £m 3.7 13.7 6.7 7.8 9.4 11.7 3.0 5.7 18.4 0.2 0.4 80.6 4 Endowment, Investment & Other Income £m 0.9 3.1 1.2 1.6 1.5 3.2 0.8 2.0 2.7 0.1 2.5 19.6 5 Total Income £m 20.0 29.6 20.5 17.6 30.2 37.9 24.7 38.4 35.5 0.1 4.2 258.5 6 Pay £m 6.6 13.7 9.5 8.4 11.2 15.4 7.6 12.7 18.0 1.3 11.4 115.8 7 Non-pay £m 2.7 7.9 2.9 4.7 5.0 7.6 1.7 5.7 9.3 1.0 6.6 55.1 8 Total Expenditure £m 9.3 21.6 12.4 13.1 16.2 23.0 9.4 18.4 27.3 2.3 18.0 170.9 9 Contribution £m 10.7 8.0 8.2 4.4 14.0 14.8 15.3 20.0 8.4 (2.2) (13.8) 87.6 10 Contribution per academic staff FTE (27+28) 206,047 122,718 122,846 83,397 167,504 162,602 183,784 188,466 100,215 (1,679,389) (2,222,222) 126,601 11 Income per academic staff FTE (27+28) 385,134 454,057 307,116 333,586 361,330 416,392 296,697 361,855 423,765 76,336 676,329 373,587 12 Income per total staff FTE (32) 149,109 108,025 121,575 122,511 135,396 123,368 191,785 159,019 107,708 4,155 18,024 117,084

Research Performance 13 Research Income per RGC (inc RFs) FTE 87,264 255,121 115,897 140,591 130,919 134,328 40,883 66,542 203,761 86,580 90,909 129,076 14 International research income 0.8 3.2 1.5 1.6 0.9 1.7 0.3 0.4 2.2 0.0 0.0 12.5 15 Business income 0.5 0.8 0.4 0.7 3.2 1.9 0.2 0.9 0.2 0.0 0.4 9.0 16 PGR Enrolments 110 259 150 96 203 292 93 195 192 n/a 53 1643 17 PGR Completions (% within 5 years) 73.2 81.6 66.7 89.7 77.6 80 84.9 51.4 87.0 n/a n/a 74.9 18 Citations (%) 19.46 24.12 17.29 20.61 13.74 19.81 10.58 17.22 24.10 n/a n/a 19.57 19 RRE - at least one 3* (or has 4*) (%) 93 81 74 80 84 61 67 57 73 n/a n/a 72

Teaching Performance 20 NSS 2016 Results for Q22 90 92 92 79 91 82 89 79 84 n/a n/a 85 21 Tariff 513.0 460.6 429.1 403.6 447.8 437.8 478.0 455.9 546.1 n/a n/a 474.4 22 LPNs % 6.7 6.9 9.0 7.6 3.4 4.8 11.4 13.1 8.8 n/a 10.0 8.5 23 NSSEC % 21.6 21.9 22.8 16.9 26.0 16.8 23.9 28.8 12.4 n/a 25.7 21.0 24 Positive graduate destinations 85.3 83.1 96.2 75.0 93.1 78.8 71.7 88.5 86.1 n/a n/a 83

Staff and Student FTE 25 Student Load 1038 1017 925 542 1177 1604 1698 1921 1129 n/a 133 11184 26 SSR 22.4:1 17.6:1 15.3:1 10.7:1 15.2:1 18.3:1 21.5:1 19.7:1 14.6:1 n/a n/a 17.4:1 27 Academic Staff FTE (standard UoM grades) 46.40 57.70 60.41 50.58 77.40 87.70 78.88 97.71 77.40 1.31 5.60 641.09 28 Academic Staff FTE (atypical grades) 5.53 7.49 6.34 2.18 6.18 3.32 4.37 8.41 6.42 0 0.61 50.85 hide RGC Academic Staff FTE ATR 42.40 52.70 56.81 45.98 71.80 86.10 72.38 85.66 74.40 1.31 3.40 592.94 hide RGC Academic Staff FTE RFs 0.00 1.00 1.00 9.50 0.00 1.00 1.00 0.00 16.00 1.00 1.00 31.50 RGC Academic Staff FTE ATR+RFs 42.40 53.70 57.81 55.48 71.80 87.10 73.38 85.66 90.40 2.31 4.40 624.44 29 Research Only Staff FTE 46.40 136.25 59.10 57.80 75.54 115.04 28.00 46.15 123.50 4.00 8.70 700.48 30 Other Staff FTE e.g. technicians 16.00 35.80 5.40 14.00 35.00 52.35 0.00 39.11 69.80 5.00 38.00 310.46 31 PSS Staff FTE 19.80 36.77 37.37 19.10 28.93 48.80 17.54 50.10 52.66 13.76 180.11 504.94 32 Total Staff FTE (27+28+29+30+31) 134.13 274.01 168.62 143.66 223.05 307.21 128.79 241.48 329.78 24.07 233.02 2207.82

Page 5 of 148 APR Overview 2014/15

Institutes Engineering Analytical Science FY) and Research Chemical EngineeringChemistry and Computer ScienceEarth,Environmental AtmosphericElectrical andSciences and ElectronicMaterials Mathematics Mechanical,and Civil Aerospace EngineeringPhysics and AstronomyDalton ResearchFaculty Institute Office (includingEPS Total Financial Performance 1 HEFCE Income £m 3.5 5.1 4.0 2.6 3.5 4.3 2.8 4.3 5.9 0.0 14.7 50.7 2 Tuition Fee Income £m 12.2 8.5 10.1 5.3 14.5 17.1 19.3 23.0 9.3 0.0 1.1 120.4 3 RGC Income £m 3.7 14.9 6.1 7.9 10.6 16.7 2.7 8.1 27.2 2.2 0.3 100.5 4 Endowment, Investment & Other Income £m 1.0 3.3 1.4 1.4 1.4 3.3 0.8 1.8 3.4 0.1 3.3 21.2 5 Total Income £m 20.3 31.8 21.7 17.2 29.9 41.4 25.6 37.3 45.8 2.2 19.5 292.7 6 Pay £m 6.4 13.5 9.3 8.0 10.2 14.3 7.4 12.4 17.0 1.3 12.3 112.2 7 Non-pay £m 3.0 9.4 3.5 4.8 5.2 9.9 2.6 6.3 9.2 1.4 10.6 65.7 8 Total Expenditure £m 9.5 25.0 12.8 13.2 17.5 28.6 10.0 20.5 37.3 3.5 36.7 214.5 9 Contribution £m 10.8 6.8 9.0 3.9 12.5 12.9 15.6 16.8 8.5 (1.3) (16.9) 78.5 10 Contribution per academic staff FTE (26+27) 227,641 109,291 140,391 76,174 161,622 157,395 188,975 170,889 98,411 (620,747) (3,488,254) 119,339 11 Income per academic staff FTE (26+27) 427,458 511,444 339,935 333,635 388,405 506,537 310,200 379,720 531,369 1,056,393 4,019,004 445,039 12 Income per total staff FTE (31) 158,008 119,521 136,079 111,010 139,254 135,910 208,582 151,721 139,514 93,459 88,842 135,007

Research Performance 13 Research Income per RGC (inc RFs) FTE 94,286 285,417 107,299 179,978 152,314 242,169 36,572 103,436 294,082 421,746 231,655 172,307 14 International research income 1.0 3.6 2.1 1.7 1.0 2.1 0.3 0.9 3.3 0.0 0.0 16.0 15 Business income 0.7 1.2 0.5 1.5 3.1 3.3 0.3 1.6 0.4 0.0 0.3 12.9 16 PGR Enrolments 119 265 154 97 207 264 98 183 182 0 46 1615 17 Citations 22.08 22.97 17.10 18.49 12.64 18.69 13.47 17.09 27.94 0.0 0.0 20.16 18 Grade Point Average RRE 3.2 2.9 3.2 2.9 3.0 2.9 2.9 2.5 2.9 N/A N/A 2.9

Teaching Performance 19 NSS 2015 Results for Q22 87 93 91 69 95 86 84 80 91 N/A N/A 87 20 ABB+ 90 93 43 56.0 70 64 90 75 96 N/A 22 69 21 LPNs % [Polar 3] 2.7 9.3 10.8 7.1 10.6 7.6 10.3 5.7 6.3 N/A 9.2 8.1 22 NSSEC % 21.9 23.2 29.2 29.7 25.0 25.7 33.5 28.8 19.4 N/A 29.0 26.7 23 Positive graduate destinations 81.4 73.6 89.3 71.3 88.4 76.5 78.5 87.7 82.7 N/A N/A 80.2

Staff and Student FTE 24 Student Load 1043 1017 949 506 1032 1413 1793 1780 1186 N/A 129 10,849 25 SSR 24.7:1 17.8:1 15.9:1 10.4:1 14.3:1 18.0:1 22.7:1 19.3:1 14.4:1 N/A 17.5:1 26 Academic Staff FTE (standard UoM grades) 42.20 57.20 59.86 48.46 72.40 78.50 78.88 92.21 82.24 2.11 4.00 618.1 27 Academic Staff FTE (atypical grades) 5.34 4.96 4 3.00 4.68 3.32 3.64 5.92 3.88 0 0.84 39.6 RGC Academic Staff FTE ATR+RFs 39.20 52.20 57.26 43.73 69.40 69.00 74.38 78.76 92.55 5.11 1.40 583.0 28 Research Only Staff FTE 41.67 133.57 54.17 65.9 85.07 121.58 21.80 58.15 132.50 4.00 4.60 723.0 29 Other Staff FTE (Tecnicians, Experimental 19.0 35.6 5.6 14.0 28.0 53.3 0.0 39.1 70.8 5.0 32.0 302.4 30 PSS Staff FTE 20.4 34.7 35.9 23.3 24.8 48.2 18.4 50.2 38.6 12.7 177.5 484.8 31 Total Staff FTE (26+27+28+29+30) 128.61 265.99 159.53 154.66 214.99 304.94 122.72 245.59 328.01 23.85 218.95 2167.8

Staff Satisfaction 32 Overall I am satisfied with my job 88% 87% 78% 87% 79% 80% 85% 79% 82% N/A 83% 82% 33 Response rate 60% 55% 70% 62% 59% 60% 81% 62% 66% N/A 58% 62%

Page 6 of 148 Introduction The Faculty seeks to be world-leading across Science and Engineering, delivering outstanding teaching and learning, research and impact, and making wider contributions society. The Key Performance Indicators presented in this APR for 2016/17 highlight progress made and also highlight those areas that need to be addressed to ensure that we reach the top tier across the Faculty in-line with the 2020 vision. The Faculty continues to work hard to promote an inclusive and transparent culture. The Review of the Faculty published in June 2017 has recommended changes to the structure of the 9 Schools, and this has raised a range of difficult issues and questions that, at the time of writing, are still being discussed across the Faculty.

Staff Survey results and next steps The Faculty of Science and Engineering achieved a response rate of 63% in this year’s Staff Survey. The Faculty saw some encouraging results and also some areas where we need to improve. Overall, 92% of our staff feel that the University is a good place to work and the vast majority agree with the University’s Core Goals to support world-leading research (97%), to deliver outstanding teaching, learning and student experience (97%) and to make a positive contribution to society (96%). In comparison to 2015 outcomes, the number of colleagues who undertook an individual performance and development review or probation review increased by 15% and more staff are now aware of the University’s Dignity at Work and Study Policy (7% improvement), ‘We Get it’ zero tolerance to bullying and harassment campaign (9% improvement), services provided by the University to support well-being (5% improvement) and how to report accidents and incidents (6% improvement).

The outcomes also highlighted areas for improvement which have been outlined in more detail in the Faculty Staff Survey Action Plan. We are conscious that if the Staff Survey had taken place after the Manchester 2020 project was launched, the outcomes might have highlighted different areas of concern. In the next academic year we will focus on supporting staff during the very significant change we are undergoing as a University and as a Faculty, and in addition to taking forward the themes identified at the University level, we will support staff through effective line management, improve staff wellbeing and to equip staff with the knowledge and skills to take ownership of their professional development and career progression.

Financial Performance The total income of the Faculty increased from the restated (SORP) income figure of £264.2m in 2015/16 to £287.5m in 2016/17, £5.5m lower than budget. However at £100.7m our underlying contribution to shared services and central contingency was £2.9m ahead of budget, and was equivalent to 35% of total income (budget 33%). Staff costs in the Faculty remain at 44% of the revenue income for the Faculty as in 2015/16, but better than the budgeted 45%. Non-pay costs at £60.4m were 0.4% down, as a percentage of income, on the budgeted 21.4%. We will continue to monitor and put pressure on costs to create the necessary headroom for strategic investment in staff, facilities and equipment.

Research Awards The successful integration of strategic support measures introduced in 2015/2016 have led to a significant rise in the value of research awards in 2016/2017, increasing by 66% compared to 2015/2016. There was a 19% rise in the number of research applications submitted compared to 2015/2016 and this bodes well for the continuation of the Faculty’s success in 2017/2018. The value of awards in each of the key HESA categories have increased as follows: Research Councils up by 49%; Industrial (UK, EU and Non-EU) by 162%; EU Government (including the European Commission) up by 44%; and International (EU and Non-EU) up by 61%. The Faculty has been awarded three EPSRC Programme Grants (Professors Leigh, Prangnell, Lennox) totalling £8.4m. In 2016/2017 FSE has also been successful in achieving six European Research Council awards totalling £6.7m, including Advanced Grants to Turner and Schröder. The award of eight Global Challenge Research Fund projects further demonstrates the Faculty’s ability to collaborate on interdisciplinary research projects with international partners. The University was successful in leading two successful EPSRC Prosperity Partnership bids, the only university to do so. Professor Chris Hardacre led the submission for the Centre for Advanced Fluid Engineering for

Page 7 of 148 Digital Manufacturing (CAFE4DM) with Unilever, and Professor Phil Withers led the Preventing Surface Degradation in Demanding Environments bid with BP. This success notwithstanding there remains an underlying concern across the Faculty that much of the grant income is won by a low % of academic staff.

Research Income: The Faculty has achieved a RGC income total of £95.7m, exceeding the £92.1m target set for 2016/2017.

120.0 £160

110.0 £140

100.0 £120

90.0 £100 2012/13 2013/14 80.0 £80 2014/15 70.0 £60 2015/16 2016/17 60.0 £40

50.0 £20 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19 19/20 £0 Income Target Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Fig 3: Research income (measured as spend) & Targets Fig. 4: Research Awards (cumulative)

Outputs The third edition of “In Abstract” has been published and showcases the latest world-leading research papers from across the Faculty. "In Abstract" highlights the Faculty’s most exciting and impactful research, developing awareness and ultimately increasing the readership, downloads and citations for each publication. The AVD for Research Outputs working with the School Output Champions has undertaken an exercise to identify solid 4* / borderline 4* outputs that may not have been selected during Research Review Exercises. This has resulted in an additional 112 4*/3* outputs being identified. The Faculty is currently liaising with Humanities and BMH to review how this exercise may be extended across the University.

Page 8 of 148 30 350

25 300 250 20 2012/13 2013/14 200 (2009-2013) 2013/14 15 150 2014/15 2014/15 (2010-2014) 100 2015/16 10 2015/16 2016/17 (2011-2015) 50 5 2016/17 0 (2012-16) 0 CEAS Chem CS EAES EEE Mat Maths MACE P&A

Fig. 1: % of papers in the top 10% cited papers in field published using Scopus Fig: 2: Total PGR enrolments per School

Facilities Management The convening of a Faculty Equipment Working Group (FEWG) has facilitated the roll out of the PPMS facilities charging system in FSE initially focusing on Royce related facilities. The current analysis of usage data will prove essential in the development of meaningful charges for equipment use, leading to improved cost recovery. FEWG will now have oversight of bids for strategic equipment enabling the Faculty to improve the transparency of the bidding process, ensuring a cohesive and managed approach to future equipment calls.

Institutes Cross Faculty working has increased over the last year with notable activity in the areas of Environmental Science, the Thomas Ashton Institute for Risk and Regulatory Research, and the development and SIRF funding of UoM South at Harwell. The Royce Institute for Advanced Materials continues to develop apace, and the challenge is now to work to win recurrent funding and investment to ensure success. Materials for healthcare/medicine linked to the planned Pankhurst Institute is a clear future priority, and this builds upon opportunities from the developing Rosalind Franklin Institute where we are linked strongly into the areas of mass spectrometry and imaging.

PGR enrolments The Faculty strategy is to increase the quantity, quality, experience and output of all PGR students, and the data show that we are moving forward steadily on all counts. For 2016/17 student numbers increased slightly to 1639 full time students, more than meeting all targets and representing 48.7% of PGR students in the university. Increased engagement with the International and Business Engagement teams have helped recent successes with CSC and NPIF recruitment, which will benefit 2017/18

Page 9 of 148 intakes. Completion rates continue to improve while FSE is in the top two quartiles (PRES RG comparison) for presenting at conferences, publishing academic papers, and presenting work to non-academic audiences. The response rate for PRES 2017 was excellent, with 91% response in Mathematics. The Faculty scored particularly well for Resources, Progress and Assessment, Research Skills and Teaching. In the coming year we will be concentrating on bids for new EPSRC CDTs, with BBSRC and NERC DTPs also approaching renewal. We anticipate that SLP will bring much needed improvements to the application process and ability to report on a whole range of student metrics. Wellbeing issues amongst PGR students are a concern and we welcome the University’s wellbeing strategy as a tool for helping to tackle these concerns.

Business Engagement and Innovation “Spin-in” is a new approach for bringing industries to the University for long-term collaboration. The Faculty has developed a number of new joint laboratories and research centres with industry (typically at £2.5 million each), having significantly increased our international business income. Another breakthrough is the award of two industry led EPSRC prosperity partnership (PP) grants, each around £5m, one with BP and the other with Unilever. We are the only university that has received two PP awards. We have been also awarded £2.4 million from the EPSRC Impact Acceleration Account for 2017-2020. Strategic partnership with BAE Systems has been signed, and the agreements with Akzo Nobel and EDF have been extended. School Directors of Business Engagement have been appointed. The Faculty has run three BE training workshops open to academic staff, support staff, postdocs and PhD students. Looking forward, the Faculty has planned a number of large BE workshops aligned with major funding opportunities.

Higher Learning The Faculty is undergoing a process of cultural change in the area of Teaching and Learning. We are driving through the change to promote parity of esteem between teaching and research and to this end launched the FSE Teaching Academy (TA) and Teaching Academy Advisory Board, with representatives from all FSE Schools, Foundation Year, eLearning, Graduate Education and SEERIH. We developed a TA website and ran several seminars and workshops. We have areas of excellent performance in many of the metrics used in TEF. In 2016/17 we set realistic but challenging targets for ‘good degree data’ in each School and most of these were met with a significant overall increase in good degrees being awarded. We established the Faculty Forum, in place of Faculty Staff Student Liaison Committee, to improve our communication with students and ensure their engagement and ownership of their studies. We explored new channels of engagement through social media, and technological solutions were trialled and reviewed in the Faculty Forum meetings this year. However, our performance in the TEF matrices is patchy and so we will continue to focus on spreading best practice across our Schools in order to achieve an overall performance across the Faculty that reflects our ambition and aspirations. Assessment and Feedback remains our biggest challenge both at Faculty level and within individual Schools, as measured by NSS metrics – on average it is not compatible with our ambition to be rated ‘Gold’ in the TEF. Student Voice has introduced a new set of questions this year and raises more issues around student feedback.

In the next academic year we will work closely with Schools to make a step change in performance primarily against the 6 TEF metrics. We will develop meaningful and bespoke Student Experience Action Plans (SEAPS) through School Workshops, and will simplify and standardise practices in assessment and feedback, teaching intensity and student load. We also continue to meet challenging targets around ‘good degrees’, and build our FSE Teaching Academy further by working alongside our students to ensure that their voice is heard. We will also improve our PTES response rate. In order to achieve this it is imperative that the right people are empowered to take leading roles and we work together as one single Faculty Team.

Page 10 of 148 Graduate employability Our employability strategy continues to deliver increasing student engagement from Year 1 and providing long term support up to 2 years after graduation. With the changes to DLHE in 2018 (moving to the Graduate Outcomes Survey collection 15 months post-graduation) the Faculty continues to place greater emphasis on partnerships with DDAR and strengthen sustained relationships with recent graduates. There have been successes in the 2015/16 DLHE notably in Geology (2.5%), Civil Engineering (5.7%) and Mathematics (4.9%) (Figure 6). In the Times league table for Mathematics (which includes Statistics), Manchester moved up 5 places within the Russell Group rankings from 21st to 17th. Managing My Future introduced an Innovation Challenge which saw second year students win cash prizes sponsored by IBM, RBS and BWB Consulting. The winners of the Faculty Challenge also won a paid summer internship with Jacobs. The first and second place teams from MACE and CEAS joined forces to enter the Royal Academy of Engineering - Global Grand Challenges Competition where they did a poster presentation in Washington DC this summer creating a solution to restore and improve urban infrastructure to ensure healthy lives and promote well-being for all at all ages. Our strategy remains resilient but we continue to undertake continuous review in order to ensure alignment with Manchester 2020 whilst reflecting the Faculty and School operational priorities for the forthcoming year.

100 120 100 80 2013 80 2012/13 2014 60 60 2013/14 2015 2014/15 40 40 2016 2015/16 20 20 2016/17 0 0 CEAS Chem CS EAES EEE Mat Maths MACE P&A Fig 5: NSS Question 27 (previously Question 22) scores across the Faculty Fig 6: Graduate employability (%) across the Faculty

Social Responsibility, Equality and Diversity The new Faculty-level Social Responsibility Committee has seen great improvements in how we coordinate and communicate Social Responsibility in the Faculty. We have established a Faculty Equality, Diversity and Inclusion (EDI) Committee which allows us to support more effectively this element of the Social Responsibility agenda. The increased number of nominations for the Faculty’s Better World Showcase and University’s Making a Difference Awards clearly demonstrates the step change towards Social Responsibility in the Faculty. Our signature programme ScienceX has expanded significantly and has been successful in achieving its aim of engaging non- traditional audiences with science, engineering and the University. FSE Schools have proactively engaged with opportunities under the Global Challenges Research Fund scheme.

Page 11 of 148 Internationalisation The Faculty has made significant progress in various aspects of internationalisation and this includes a substantial increase in the level of research income secured from overseas sources. We have now established a network for the delivery of our internationalisation strategy with the appointment of Directors for Internationalisation in each of the nine Schools. This will serve to cross-pollinate our internationalisation activities and support interdisciplinary research with overseas partners. We have seen strong engagement with China including senior delegations visiting Tsinghua University, Peking University and Huazhong University of Science and Technology. The development of more formal links with these leading institutions will support our drive for high quality students and provide opportunities for collaborative research. Following the negotiation of a new agreement, the number of China Scholarship Council awards available for FSE has been increased from 3 to 18. We have had 17 applicants successful in securing these prestigious scholarships for 2017 entry. The Faculty has also deepened links with Chinese industry with the launch of two new research centres in partnership with the China Aero Engine Corporation (£5.8M investment). Beyond China, we have continued to strengthen links with a number of strategic regions across the globe, including a number of projects in India, Japan and Latin America. The Faculty led on the University’s role as an official sponsor of the UK Pavilion at the World Expo in Astana, Kazakhstan. Graphene played a central role in the UK exhibit at the Expo and our involvement served to raise the profile of the institution in this strategically important region on a truly global stage.

Looking forward, we will be seeking to capitalise on emerging opportunities in key regions across the globe. The roll-out of the ‘More Science, More Development’ initiative in Brazil could facilitate the deepening of links with strategic partners such as USP. The Global Challenges Research Fund, including the second collective call of £200M, can support collaboration with partners in developing countries and the associated high impact output. Our recent success in the establishment of collaborative research centres with overseas industry provides a model for future relationships and we hope this will act as a beacon to prospective new partners.

Issues Raised in the 2015/16 APR for the Faculty of Science and Engineering

The following priorities were identified by the Review Group at the 2015/16 APR meeting and have been acted on, to date, as follows:

SWOT Analyses:

Priority Lead Responsibility Actions to take Staff morale and wellbeing: to ensure training Heads of School We designed ‘Lunchtime Learning’ sessions to deliver a range of ‘bite size’, outcomes are shared to promote best practice across Head of Faculty HR practical HR related sessions to people managers across the Faculty of Science & Schools Engineering over the lunch time period. The purpose of these sessions is to give the learner a practical insight into one part of a bigger topic, equipping managers with practical tools and a best-practice approach to each topic. The sessions also offer an opportunity to network and share good practice across the Faculty. Sessions run so far include: Reward & Recognition; Engagement & Induction; Managing Conflict and Behaviours; Managing Sickness Absence, and Managing Change which was covered via a three-session from March – May 2017.

Page 12 of 148 Some of the sessions address areas identified in the 2015 Staff Survey.

A variety of training sessions and activities have also taken place in Schools, including: Training session around Bullying and Harassment and Unconscious Bias; Mental health awareness; Holding Wellbeing Days which include massages to reduce stress; Annual leave: staff are encouraged to stagger annual leave throughout the year to improve wellbeing; Ensure the flexible working policy ‘flexi- time’ is consistent across the School for all PSS staff G2-5; Celebrating special occasions, e.g. staff retiring after many years in service; Away Days with sessions on wellbeing and ‘Coffee Mornings’ are regularly arranged by the Faculty (Rachel’s Coffee Mornings) and Schools to increase collegiality and staff morale.

Following the publishing of Staff Survey 2017 outcomes, a ‘brain storm event’ on action planning was held to discuss themes to be taken forward in Faculty and School/Business areas. One of the themes identified included Staff Wellbeing in order to improve general wellbeing, engagement and work-life balance.

Finance, HR, Risk and IT

Priority Lead Responsibility Actions to take Financial issues: (i) to ensure the contribution target Head of Faculty Budgets and expenditure are closely monitored. Actual results for the full year is met Finance show underlying contribution £2.9m above budget.

Financial issues: (ii) to close the gap towards matching Vice-President & This has been addressed through School workload allocation, Institute Directors competitors on research income Dean and Directors of Research on large bids and at the University level with co- ordination of GCRF and recent Industry strategy announcements and implications. Risk and compliance: to review the impact and Vice-President & Complete – the risk 16 “UK to leave the European Union” was reviewed in likelihood of risk 16 “UK to leave the European Union” Dean December and is now assessed to have a major impact and likelihood of almost on the risk register certain.

Goal 1: World Class Research

Priority Lead Responsibility Actions to take Quality: to maximise 4* outputs and reduce the Vice Dean of Output Working Group, chaired by Professor Wendy Flavell, has been looking at number of uncited papers Research developing and sharing best practice. Launch of "In Abstract" now in editon 3.

Page 13 of 148 Income: (i) to ensure costs are identified and Vice Dean of Revised Costing and Pricing policy is being implemented. Faculty Equipment recovered effectively in grant applications Research Working Group is looking at facilities charging and optimising cost recovery. Income: (ii) to increase per capita funding Vice Dean of As above Financial issues (ii) Research Income: (iii) to consider setting per capita income Vice Dean of Heads of School, through the appropriate line management targets Research channel and via appropriate discussion, sensitivity and realism, will set research income targets for individual academics, bearing in mind their teaching, administrative and external loads and benchmarking against their discipline comparators. Business engagement: to liaise with the Vice- Associate Dean of UMIP now selects 10 activities from the invention disclosers to commercialise and President (Research and Innovation) and UMIP to Business, 10-20% for intensive marketing, the remaining will be reviewed with UMIP and the discuss ways to improve support for commercial Development and Faculty to consider their promotion on the new "Manchester Innovation" website. activity Innovation UMIP has agreed to give workshops in the Faculty for commercialisation of research. Other activities include a talk from a member of staff, who has recently successfully sold his company, and on spinout experiences in the Faculty; budget being looked at to support student spinout ideas; discussions being held on setting up an Innovation Centre, including manufacturing and 3D printing workshops to support prototype developments. Postgraduate research: to build on actions taken to Associate Dean of On-going. All Schools are currently reviewing their completion support, and best date to improve completion rates, including sharing Graduate practice is being shared across the Faculty and University (e.g., considering best practice between Schools. Education variations on SOSS practices that have proved effective, if very labour intensive for staff).

Goal 2: Outstanding Learning and Student Experience

Priority Lead Responsibility Actions to take Student satisfaction: (i) to work with the Vice- Vice Dean of A common DoTL job specification was written and approved at FLT. All DoTLs President (Teaching, Learning and Students) on Teaching, Learning attended the Tier 4 Development training sessions launched in February 2017. training for Directors of Teaching and Learning and and Student improved academic recognition of these roles Student satisfaction: (ii) Schools to engage with their Heads of School Staff and Student Liaison Committee, run at the Faculty level, was reviewed and students and student representatives about the Vice Dean of relaunched as a Faculty Forum. The key objectives of the Faculty Forum are to run student voice, learning community and learning Teaching, Learning events 3 times a year on topical issues around teaching and learning and engage opportunities and Student School and Faculty representatives and other students to provide feedback and comments. In autumn we ran a session on Whether lectures are needed? and we are looking to run a session on How happy are you with assessment and feedback

Page 14 of 148 (a working title) this spring. The feedback of the first session was very positive and it generated lots of material that will be used to improve student satisfaction further. These continued into Semester 2.

At School level, activities in engaging with students and listening to their views include a weekly student newsletter of learning opportunities, celebrating students’ success etc.; facilitating student competitions, such as hackathons. In addition, many Schools run a staff-student consultative committee. Student satisfaction: (iii) to address the inefficiencies Vice Dean of In addition to the work on assessment and feedback, TLLT has considered the over in delivery of teaching including over-assessment Teaching, Learning assessment and examinations in semester 1. and Student PTES: to increase response rates in the Postgraduate Vice Dean of This still needs to be addressed. It is included in our 2017/18 Action Plan. Taught Experience Survey to at least 40 percent Teaching, Learning and Student Entry standards: to report to next year’s APR on the Vice Dean of Discussions are ongoing with schools. effectiveness of initiatives taken to improve intake Teaching, Learning quality and Student Retention: to liaise with the Students’ Union about Vice Dean of Relationship with the SU has been strengthened through the AVD for SE. Initial support for FSE students living at home Teaching, Learning discussions have started with the SU (at March 2017 Faculty Forum), and will and Student continue through our 2017/18 Action Plan on Student Voice.

Goal 3: Social Responsibility

Priority Lead Responsibility Actions to take Communication and leadership: to deliver more Vice Dean of Social We are making significant progress. We held a very successful Better World effective communications about the integration and Responsibility Showcase on 1 February 2017 and celebrated and increased the publicity of our impact of social responsibility in research and teaching distinctive SR contributions. The nominated stories were put to a public vote and and learning, in order to maximise the reputational are also available on the web. benefits of Goal Three http://www.staffnet.manchester.ac.uk/fse/social-responsibility/better-world- showcase/vote/ News stories and talking heads are being developed from interviews with selected winners. We launched the SR intranet and are working on an external web presence which will assist in telling our stories, plus regular posts on the Science and Engineering Blog. We have visited heads of 8 Schools and stressed the point that SR should be embedded in research and teaching and in our engagement and

Page 15 of 148 operations. A new 5-year plan has been developed: it places greater integration between Research with Impact and Socially Responsible Graduates to Goal 1 and 2 respectively. Our SR updates now draw from a greater engagement of Schools through the coordination by the Directors of SR. Equality and diversity: to report to next year’s APR on Vice Dean of Social The Faculty Leadership Team accepted further guidance for promotions that the effectiveness of initiatives to increase the number Responsibility recommend that each school reviews its promotion processes to ensure that they and proportion of women in senior academic roles have (i) a senior mentor, (ii) runs a two stage iterative promotion process giving feedback to applicants after the initial assessment (iii) considers mitigating circumstances and career breaks. Additionally, the membership of School Promotion Committees has been defined to ensure coverage of the three goals, gender and ethnicity representation and mandatory unconscious bias training. Promotion master classes were also run. The impact will be assessed after the results of the 2017 promotion rounds. We have recently appointed a female Head of School for MACE. Signature programmes: to increase awareness of the Vice Dean of Social Post APR, we ran a campaign (online survey in January 2017) in FSE to find out SR signature programmes including promoting the Responsibility about staff interested to learn more about becoming a School Governor and the school governor scheme to staff in order to increase support that is available from the University for people who hold this role. 77 participation people responded to the survey and of the respondents 23 people said they were School governors. Comparing this list to the centrally held list takes this number up to 35 people who are Governors. We also have over 30 who have expressed an interest in finding out more, so we hosted a stand by SGOSS on North Campus at the end of Jan 2017 and are holding an info event over lunchtime on 8th March to signpost these people to how to get involved.

Other Issues:

Priority Lead Responsibility Actions to take Cross-Faculty developments: to liaise with other Vice Dean of We are currently looking to develop more collaboration with other Faculties in Faculties to maximise opportunities for cross-Faculty Teaching, Learning cross-Faculty teaching. In research we are focusing on the following activities: teaching and research, identifying and addressing any and Student FBMH: Co-ordinated action plan around healthcare technologies and materials issues relating to consistency and standardisation Vice Dean of with Professor Nigel Hooper and Chris Taylor; FBMH/FSE/FH: Co-ordinated action Research around Ashton, Pankhurst, and Rosalind Franklin Institutes; FBMH: Cross-Faculty representation on respective Equipment Working Groups.

Page 16 of 148 Concluding Remarks I would like thank all colleagues across FSE most sincerely for their strong support, and for their hard work and outstanding achievements across research, teaching and learning, and social responsibility this year. The academic year 16/17 has witnessed a record level of research grant income won with many research successes and notable awards. For a Faculty of Science and Engineering to deliver over £100m underlying contribution to the University, given the costs of running laboratories, equipment and facilities, reflects a significant underlying strength in research and student recruitment across the Faculty. The quality of staff in the Faculty is generally excellent and the Faculty’s position continues to be strong going forward. However, the Faculty is entering a phase of significant change at a time when it is already delivering and developing a range of new initiatives: NGI, GEIC, MECD, Royce, Ashton, Rosalind Franklin, CIRCLE and UoM South, and over the next year I am sure further opportunities will inevitably present themselves.

A key challenge for the Faculty is to improve across T&L; the Faculty's performance needs to improve significantly if we are not to lose ground to competitors. In 17/18 we will embark on a major change in our approaches across T&L with an action plan to tackle standardisation and simplification, assessment and feedback, learning outcomes, the curriculum, teaching intensity, good degrees and the student voice. In addition we will: • embed change, especially standardisation and simplification, across the Faculty; • strengthen performance improvement across the Faculty with a more tightly focussed target-driven culture; • work with the University to develop the leadership capability of Tier 4 staff; • ensure that the Faculty maximises its research income and funding.

At Faculty level, the Deans will drive culture change across the Schools and Faculty. The successful establishment of Dame Kathleen Ollerenshaw Fellowships will continue to enhance investments in early career academics across the Faculty and will complement the University wide investments in new academic staff. The coming year will see a continued push to increase PGR home and international recruitment via key links to external funders, and the Faculty needs to balance further the quality (tariff) and number of students recruited at undergraduate and PGT levels. The Review of the Faculty will lead to significant changes in culture and in the way that we work. I very much look forward to working with colleagues across PSS and the academic community to deliver the above initiatives and changes.

Martin Schröder 19 September 2016

Page 17 of 148 Faculty of Science and Engineering

Strengths Weaknesses 1) High quality and committed staff, collegiality and collaboration between 12) Better alignment of research, T&L and business engagement strategies Schools 13) Lack of capacity for growth in certain Schools coupled to the effect of waiting 2) Research capacity and quality for move out of North Campus (lack of investment into North Campus 3) Industrial engagement within UK and internationally buildings) 4) Core strengths across materials, industrial biotechnology and energy 14) Performance in many of the TEF metrics and varied NSS performance 5) Excellent public engagement flagship projects 15) Inability to respond to changing dynamics in Higher Education 16) Management of staff underperforming in research and/or teaching

Opportunities Threats 6) Cross faculty research opportunities; Ashton, Pankhurst, DevoManc 17) Future funding opportunities do not align with UoM strengths 7) Realising Royce, GEIC, MECD, UoM South 18) Competitors teach and support students better 8) Standardisation and simplification of teaching and learning 19) Under recruitment of home students: overreliance on specific overseas 9) Emerging markets based in Latin America, Central Asia, South East Asia and markets and the resulting imbalance in the make-up of student cohorts Africa 20) Competitors may be more nimble and move faster in responding to 10) Prosperity Partnerships, Industry Strategy Challenge Fund, Innovate UK opportunities grants and Global Challenges Research Fund 21) Impact of change on staff morale, and Inability to effect culture change post- 11) FSE Review Faculty review 22) UK leaving the EU

Actions to be taken in mitigation of weaknesses and threats: (Numbering should reference the appropriate weakness/threat) 12) Review and align activities in a more coherent manner 13) Better space management and work with Estates to maximise space utilisation and efficiency 14) Introduce and implement whole scale change programme across T&L 15) Enhance research and teaching strategies across Faculty and ensure M2020 investments in new ECAs are effective and aligned 16) Continue to develop performance improvement strategies across the Faculty 17) Ensure that investments and new appointees are in the appropriate areas 18) Introduce and implement whole scale change programme across T&L 19) Diversify international agenda and improve T&L 20) Review and align activities in a more coherent manner 21) Develop effective comms to explain changes and, most importantly, engage with staff. Support for staff to accept and embrace change.

Page 18 of 148 School of Chemical Engineering and Analytical Science

Strengths Weaknesses 1) Top 25 in world (QS) and top 3 REF 2014 (with >95% staff submitted) and 11) Significant variation in levels of research activity across the School high international reputation in education and research. 12) Imbalance of academic staff across the levels within the School 2) Strong School financial contribution 13) Insufficient numbers of senior chemical engineers 3) Ability to attract high quality home and international students 14) Some poor quality space and research facilities and inability to 4) Positive Staff Survey Results accommodate new members of academic and PSS staff 5) Cohesive collaborative culture between PSS and academic staff 15) High SSR over the previous 5 years

Opportunities Threats 6) Development of new international markets through more effective targeted 16) Difficulties with succession for School leadership roles marketing and collaborative articulation agreements for teaching and 17) Maintaining financial strength in constantly evolving environment – research. particularly overseas UG and PGT recruitment and changing funding 7) Strategically shaping the School via ongoing academic recruitment landscape 8) Engagement with strategic interdisciplinary initiatives with other Schools, 18) Any inertia in rebalancing the School’s activity between teaching and research institutes and centres, e.g. SHRI, Manchester/Harwell Campus. research 9) Realising full potential of unique facilities and environment to enhance 19) Lean PSS structure and turnover of all staff industrial collaborations, impact, training and student recruitment 20) Brexit and changes to the immigration rules – staff and student 10) Realising the School’s vision for world-class student experience and vibrant recruitment, retention and research income research community via positive engagement with the MECD project and lifecycle projects Actions to be taken in mitigation of weaknesses and threats: 11) Proactive management and training to enhance the research activity via RSM hub and clearer definition of objectives within P&DR 12) Further development of staff recruitment plan and targeted appointments 13) Identify and attract Professorial Chemical Engineering candidates 14) Survey of School facilities and development of a prioritised list for School and Faculty investment as well as applications for external funding 15) Removal of over teaching and over assessment and increase academic staff base via recruitment and retention of existing staff 16) Identification and mentoring of potential leadership candidates within the tier 4 academic staff 17) Increase the interaction with the School’s articulation programme partners and enact the internationalisation strategy to reduce the effect of decreased numbers of students from Malaysia, for example, and proactively reviewing income streams and marketing, including the development of the School’s webpages. 18) Continue to review and develop the curriculum and methods of deliver of the educational portfolio and development of SMART research objectives for all academic staff 19) Review of PSS structure to identify gaps and single points of failure and to address PSS staff loading. Continue to increase the morale in the School through social events, mentoring for promotion and identification of exceptional performance and celebrating staff success and transparency/consultation in decision making processes. 20) Diversification of income streams and ensuring compliance with visa rules and regulations

Page 19 of 148 School of Chemistry

Strengths Weaknesses

1) 2nd largest U/G school in UK with excellent facilities. 3rd largest research 11) MIB is full and the Chemistry Building is in need of urgent work and is full school in UK with strong performance in most metric based survey 12) Uneven balance in research portfolio in respect of industrial, charity and EU 2) Very strong NSS performance over last five years funding. Too great a reliance on RCUK funding sources 3) Breadth and depth of research expertise. Talented early career researchers 13) Publication outputs need to be strengthened; reflected by poor REF2014 4) Effective School PSS staff supported by Finance and Research Hubs result (only 6th on research power) 5) Athena SWAN Silver Award 14) Student UG recruitment (grades are too low and numbers are too volatile) 15) Student recruitment of international undergraduates is too low

Opportunities Threats

6) Improve international profile and publicise School’s achievements and 16) Potential to lose key research staff in Industrial Biotechnology to position as a world-leading Chemistry School for teaching and research competitors due to estates limitations 7) Maximise school engagement with initiatives (e.g. BP-ICAM, NGI, Royce) 17) Morale of key staff post Brexit, leading to them leaving the UK 8) Seen externally as a School able to recruit major international figures; we need 18) Staff need to engage better with NGI, GEIC, Royce to build further on this, particularly in light of the Henry Royce Institute 19) Danger of being unable to recruit sufficient students to the School at higher 9) Development of DL in light of Analytical Chemistry units created tariff; low international and PGT numbers 10) Restructure of the Faculty after the FSE review 20) FSE review damaging staff morale

Actions to be taken in mitigation of weaknesses and threats: 11) Engagement with LTM and actively research into Alumni/Donors for MIB2 12) Stronger links with China and other international funders; stronger business engagement focus 13) Continue to encourage and facilitate staff to present their work at conferences, publish in highly cited publications in their fields, undertake representative roles within the UK and International community. 14) Admissions and recruitment team restructured with new Director of Recruitment and Admissions. Restructured UCAS days 15) See 14, also new Director of Internationalisation and building targeted links with China, India, Brazil and others. 16) Continue to support staff in this area and support longer term plan for commissioning of MIB2; encourage key staff to meet with potential philanthropists. 17) Openly consult and engage with staff and listen to feedback 18) Disseminate funding information from a range of sources and provide excellent support of staff in making funding applications and managing large research projects. 19) See 14 and 15 20) Openly engage with staff regularly and listen to and collate feedback to submit to Faculty

Page 20 of 148 School of Computer Science

Strengths Weaknesses 1) Breadth plus depth in teaching and research with significant successes in 11) REF %4* publications good within Faculty but needs improvement compared interdisciplinary research from nanoscience to bio- and medical- informatics to other UK Computer Science departments (19th out of ~120) and the EU Flagship Human Brain Project 12) Research Student completion rate, linked to difficulty recruiting and retaining 2) Internationally recognised research strengths, high-profile individuals: REF the best PGR students 94% of profile at 3* or 4*; 7th in the UK by ARWU 2014 13) Diminishing home PGT student population (~10%) with rising International 3) Strong applications for UG programmes, raising A-level points score further for numbers (~90%) 2018. Rapid growth in interest in PGT programmes 14) Difficulties in academic staff recruitment 4) Successful investment in public engagement – nationwide Computer 15) Accommodation compares poorly with key competitors – serious issues with Animation Competition for schools and Computing at Schools which in 2017 entrances, temperature control and ventilation in Kilburn piloted outreach in Malawi 5) Cohesive culture of partnership between PSS and academic staff Opportunities Threats 6) Government action to change IT into CS in the secondary school curriculum 16) Brexit adversely effecting staff, UG and PGR student numbers 7) Potential market for M + N taught programmes (one in operation) 17) Brexit adversely effecting research income 8) Strongly developing reputation of Manchester as an IT city (Media City, Digital 18) Significant issues of workload and stress, lack of support with change, pay Manchester), placement and job opportunities for graduates as well as and reward (retention) and communication reported in the staff survey employer engagement in the curriculum 19) Morale effected by M2020 linked redundancy and possible FSE re-structure 9) Academic staff recruitment plan – integration of research areas with 20) Increasingly challenging financial environment across the sector – costs expectation to grow out well beyond the School increase while Home tuition fees etc. stay the same 10) CS in the world: cyber security, internet of things, big data, rapidly developing pervasive mobile computing, societal grand challenges (sustainability, aging population etc.) Actions to be taken in mitigation of weaknesses and threats: 11) Academic staff recruitment plan intended to have an integrative impact; awareness-raising on output quality issues. 12) Improving awareness of importance and new University 4-year submission regulation/process, School Board discussion, tightening admissions process further; new EngD planned and activities to promote cohort effect amongst new PGRs 13) Student loans for PGT programmes may make PGT more attractive to Home students as more students may take 4th year of UG Masters programme 14) Optimising adverts in terms of skills, breadth, and removing gender stereotyped words; ask candidates that turn down offers why they have done so. 15) Work commenced to fit opening double glazed windows and develop the courtyard/walkway space 16) Review of Foundation Year target numbers and review visit day arrangements to increase UK numbers 17) Continue to apply for ERC/H2020 as long as is possible and continue to increase industrial funding and other funding sources 18 & 19) Develop new Staff Survey action plan to build on the good work of Staff Development Committee. Athena SWAN action plan revived and being pushed forward. Increase staff numbers; drive to reduce workloads 20) Look for efficiencies, raise international student numbers and TEF may increase income per student

Page 21 of 148 School of Earth and Environmental Sciences

Strengths Weaknesses 1) Strong research outputs and strength in interdisciplinary research. 11) Weak undergraduate applications/recruitment. 2) Robust RCUK funding (especially NERC), including strategic NERC NCAS income 12) Low quality estate and lack of space, with some U/G laboratories poor. and strong industry links (e.g. nuclear, petroleum). 13) Variable NSS scores and lower intake tariff. 3) Leading facilities (incl. Williamson Research Centre; mass spectrometry; 14) Dispersed School, with staff offices, students and labs in more buildings. atmospheric chambers; soil ecology labs, seismic analysis, radionuclides) 15) Increase in size (ex-FLS intake) not supported by increase in PSS staff. 4) Strong PGR recruitment. 5) Strong 3+2 and PGT recruitment from Chinese market.

Threats Opportunities 16) Continuing poor recruitment in undergraduate courses. 6) Creation of new School offers opportunity to create centre of excellence in 17) Challenge to continue to deliver student numbers across the School’s wider research areas of environmental science, ecology and evolutionary portfolio of courses in a balanced way. Over-exposure to Chinese market. biology. 18) Potentially reduced funding as a result of Brexit and less appealing to the 7) Development of Environmental Research Institute together with Global recruitment and retention of EU staff and students. Challenges Research Funds is a priority for School. 19) Subject specific TEF exposing individual course weaknesses. 8) New staff to develop and promote new components and potential new 20) FSE review, if ineffective structures put in place and identity lost. programmes in U/G and PGT provision and help develop portfolio review. 9) FSE review, if structures to enhance processes /synergies developed. 10) An increased effort in overseas marketing to enhance recruitment and research and diversify funding.

Actions to be taken in mitigation of weaknesses and threats: (numbering refers to appropriate weakness/threat)

11) Student recruitment: Reinvigorated U/G and PGT portfolio and recruitment strategy and delivery. 12) Space: On-going refurbishment of the Schools worst PDRA/PGR and research offices. Working towards a vision for full refurbishment co-location. 15) Administration: The School continues to develop improved and robust processes across all areas now that a strong PSS team is in place. 18) Research Council funding reductions. Our strategy is to embed our activities in central NERC, BBSRC and STFC themes whilst diversifying (EPSRC, GCR, Newton) where possible to continue to maintain our excellent funding record in the area.

Page 22 of 148 School of Electrical and Electronic Engineering

Strengths Weaknesses 1) Breadth and critical mass of expertise and balanced technical 11) Marketing and web site strengths, disciplines, theoretical and applied, facilities 12) High academic loading from project teaching /assessment 2) Track record of strong NSS results 13) Inefficiencies in teaching/assessment delivery, and 3) Strong MSc (student numbers and reputation) management of processes 4) Industrial reputation 14) 4* papers 5) International student body 15) Chinese market dependence for students Opportunities Threats 6) Distance learning 16) Reduction in NSS results 7) Recruiting and developing high quality academic staff 17) Reduction in good degrees as 2+2 entry diminishes 8) UoM Research Institutes / GEIC / Royce / Corridor Manchester / 18) PSS staff loading DCF / Ng Deeside site 19) Loss of key staff 9) Improved media marketing 20) Current estate unwinding 10) Use of PDRAs and PhD students for supporting teaching Actions to be taken in mitigation of weaknesses and threats: 11) Influence faculty to develop up to date and flexible web site 16) Focus Key Objectives on student experience (see also : Action and invest in marketing: Action HoS 20 ) DoT&L 12) Internal review of allocation of resource and assessment 17) Improved marketing to improve all students (see also Actions methods: Action DoPGT 11 and 15): Action: HoS 13) Review in place: Action DoT&L 18) Influence Faculty on resource levels and process 14) Continue person centred development – appoint career improvement: Action HoS mentors: Action Senior Mentor 19) Develop action plan from staff survey: Action HoS 15) Develop marketing in other territories (see also action 11 20) Influence Faculty: actively report issues and opportunities: above): Action DoAdmis & HoS HoSA

Page 23 of 148 School of Materials

Strengths Weaknesses 1) Breadth, depth & interdisciplinary of T&R portfolio with good alignment to 11) Split-site nature of the School; will persist after move South of Mancunian beacons and near-unique activities in Russell Group (Textiles, Corrosion) Way. 2) Student numbers and quality: healthy recruitment to most taught 12) Central support for marketing of programmes, research impact, outreach, programmes – largest UG Materials Science intake in UK and UG tariff etc. digital comms support still weak. Central PGR process requires increasing; largest or 2nd largest PGR cohort at UoM. proposals not required for FSE students 3) Recent performance in T&L metrics reflects improved structure & delivery 13) High staff-student ratio on fashion business programmes (29:1) of programmes: UEQ’s, NSS, PTES, fraction good degrees. 14) Persistent problems in T&L administration resulting in mistakes and loss of 4) Hubbed PSS admissions and research teams with CEAS: no single point of staff & student confidence in accuracy of processes. failure whilst retaining excellent local knowledge. 15) Staff teaching up to 4-hours continuously not good for student or staff 5) Excellent relationships with industry, increasingly international and growing experience. funding for research from an already strong base. Opportunities Threats 6) Despite strong upward trajectory, NSS & PTES not yet where we need to be 16) Failure to progress a unified vision for MECD, HRI, NGI, GEIC, PSI; for all programmes. uncertainty encountered in interacting with these projects. 7) Major capital projects: MECD, GEIC, HRI: manage the interim, including 17) PSS Staff stress/pressure: supporting high numbers of students, churn accommodating new equipment for HRI among student-facing lower grade staff. 8) To improve REF through better, earlier and strategic planning 18) Staff uncertainty around change: FSE review/MECD/M2020. Concern about 9) Strategic appointments in Corrosion, Fashion, Battery/Energy, etc. For some loss of subject specialist knowledge in centralised PSS processes, e.g. align with HRI. admissions, timetabling… 10) Improve intake quality on taught programmes. Improve quality and 19) Declining recruitment to UG Fashion Business programmes quantity on UG Fashion Business programmes; re-profile PGT/UG balance 20) Distraction from core business due to MECD, HRI, NGI, GEIC; staff for this activity: Luxury Fashion MBA? deployment to these projects with FTE not replaced.

Actions to be taken in mitigation of weaknesses and threats: 13) Even better control of PGT numbers; recruit staff at all levels to support Fashion Business, probably including some T&S 16) Maintain strong engagement with planning and development of MECD, HRI, NGI, GEIC. 17&18) Build upon improved culture of engagement to provide reassurance and support to staff during period of significant change and uncertainty. 19) Continue development of outreach to encourage stronger UG applicants; increase IELTS & engage with partner universities to improve quality of 2+2 where required.

Page 24 of 148 School of Mathematics

Strengths Weaknesses 1) Quality academic AND PSS staff working as a seamless team 11) Lack of women in academic positions and PhD registrations 2) Alan Turing Building creating an excellent academic environment 12) Poor league table results and employability statistics 3) Staff survey results 13) Sufficient number of supervisors to supervise dissertations for increased PGT 4) Significant amount of world leading and industrially funded research 14) Low staff numbers relative to top UK competitors (despite large student 5) Turing Fellowships and the Dame Kathleen Ollerenshaw bequest numbers)

Opportunities Threats 6) Exploit excellent recent and anticipated appointments 15)Potential loss due to Brexit of access to EU research funds and difficulty 7) Undergraduate 2+2 collaborations with key Chinese universities in recruiting international staff and students 8) Calculating Careers and increased engagement with employers and alumni 16) Reliance on China for majority of O/s students 9) Untapped potential to interact more widely with other University disciplines 17) Low funding available to recruit PGR’s impacting both research and teaching 10) FSE review 18) Vulnerability to University IT services

Actions to be taken in mitigation of weaknesses and threats: 11) Encouraging and aiding female members of staff to engage with the national mathematics agenda and to include more female representatives on appointment panels 12) Working hard to improve employability (e.g. Calculating Careers and mock interview programme for current students) and working closely with the Careers Service/alumni 13 & 14) Continue to attract staff of the highest calibre 17) Working hard in overseas recruitment and in securing non UK government funding for research

Page 25 of 148 School of MACE

Strengths Weaknesses

1) Research and researchers recognised as world leading 13) Limited funding opportunities to support PGR 2) Large multidisciplinary School experienced in large cohort cross discipline teaching 14) Weak performance in some areas of NSS measured metrics and interdisciplinary research 15) RGI is weak for too large a number of teaching & research staff 3) Strong budget position with high contribution to faculty 16) Overloaded staff with little time for creativity and few spaces (e.g. common areas) 4) Strong international student recruitment without reliance on EU students including to share tacit knowledge and develop relationships across the School UG, PGT and PGR students 17) Limited awareness of MACE research activity within School, Faculty and University 5) Strong Social Responsibility representation and integration across the school limits collaboration opportunities 6) Very strong employability outcomes for our large cohort of students 18) Poor staff survey results related to well-being of academic staff: overloaded staff, 7) Significant proportion of staff at a relatively early career stage with new energy & perceived unfairness, lack of clarity of role ideas

Opportunities Threats

8) MECD & Faculty Review to realise opportunities that require critical mass 19) Industry hit by BREXIT recessions reducing available funding to support research in (e.g. robotics research) MACE 9) High levels of motivation amongst students to engage with Social Responsibility 20) Risk of reduced support from PSS staff affected by the reduction in level 6-8 posts as agenda and undertake voluntary work described in the FSE Review documentation. 10) Student Lifecycle Project will provide opportunities to improve digital marketing of 21) Changes to VISA rules disrupts international recruitment of students: UG, PGT and School activities particularly around global promotion of our research activity, SR PGR activity, PGR recruitment opportunities and Professional Development Programmes 22) Web presence and social media profile out-dated and limited which makes 11) Internationalisation in particular around PGT recruitment and delivery abroad as communication of business critical information difficult, planned reorganisation of well as development of distance learning programme web is perceived in School as slow and under resourced 12) Strong potential to develop globally leading research impact within the addressing 23) Staff time compromised during transfer to MECD and potential School mergers Global Inequalities agenda could affect REF preparation

Actions to be taken in mitigation of weaknesses and threats:

14) Continuing to strengthen teaching-related service roles, creating deputies for the DoTL, DPGT and DPGR. The role of teaching groups in School has been strengthened and Teaching Committee has been introduced 15, 14, 18 & 23) Line-management has been revised into a new Research Group structure to support staff through change and increase focus on Research planning 21) To mitigate against over-reliance on the Chinese market a Director of Internationalisation has been appointed and a new internationalisation strategy developed to ensure that key staff members visiting new and emerging markets are promoting MACE research success, high quality taught programmes and excellent student employability 22) To address issues with our web presence we are working with The Faculty Digital Marketing Team who are highly skilled and as responsive as their resource constraints allow, we have also employed a temporary staff member in School to address day to day content issues

Page 26 of 148 School of Physics and Astronomy Vision – “Curiosity driven education and research, with impact” Strengths Weaknesses 1) World-class research in all divisions. 11th in world, 1st in UK/EU - above Edinburgh 11) Research Quality: Tail of research in-active staff. Outputs and esteem need (14), Cambridge (18), Oxford (19), IC (31) and UCL (41) in ARWU/Jiao Tong rankings. improvement. Two Nobel Laureates’, with National Graphene Institute opened in 2015. Excellent 12) Research Funding: For JBO, there is good research income flowing through School record of success with RS and RC Fellowships and ERC grants. Top national impact accounts which benefits REF. But, too much of overheads return to this area score in REF 2014. reducing the financial gain. Need to encourage and help PIs to spend funds on 2) SKA Headquarters based at Jodrell Bank. A world-class international organisation – schedule. Cost recovery on grants required to reduce underspend will be an Inter-Government Organisation (IGO) by 2018. Will continue to improve 13) Engagement with industry: Income could be better. NGI, a Technology Translation quality of academic recruitment to JBCA and international reputation of UoM. Fellow and active collaboration with UMIP starting to make an impact. Need this for 3) High-quality UG degree programme: high NSS score (~93% average since 2007), impact cases in future REF. excellent A-level grades, low drop-out, good recruitment (320 intake pa). 87% good degrees in 2016/17 due to excellent quality UG intake and School teaching 14) Employability: Graduate employability - can do better. excellence. 15) Increasing SSR: Recruitment of academic staff to ensure optimal SSR otherwise NSS 4) Excellent Outreach: Jodrell Bank Discovery Centre, popular books, BBC Science score at risk. Critical with introduction of TEF and planned growth in UG numbers programmes and school liaison. Excellent contribution to ESOF. 5) Estate: Good quality laboratory and office space in Schuster Building and Turing Building. New Annexe to be open by October 2017. Jodrell Bank masterplan and refurbishment of the Observatory Building. Opportunities Threats 6) SKA Headquarters: Jodrell Bank will be the permanent home for Treaty 16) STFC Review and UKRI: In particular, e-Merlin contract under discussion with STFC Organisation after 2018. The School and estates will work together to deliver the for renewal in 2018. STFC review of Radio Astronomy due end of 2017. Effect of SKA campus by 2018. UKRI changes unknown. 7) Royce and GEIC - get involved in Henry Royce Institute and GEIC. 17) MSc provision: only nuclear programmes area is viable. 8) Data Science and industrial links/cross-disciplinary collaboration: Substantial 18) Schuster Annexe and other buildings: must be implemented professionally and to expertise in data science which can be linked to work in other parts of the schedule. Includes Schuster Annexe, SKA campus, Observatory Building, Lovell University - maths, earth science, and health – and industry. STFC Centre for telescope repairs, and general JB masterplan. Doctoral Training obtained in 2017 which can be built upon. 19) Liquid Helium : World shortage and ageing recycling equipment. Lack of this will 9) Strengthen links to MHS, Christie Hospital: medical applications and proton disrupt world-class groups. therapy. 20) Failure to deal with higher student load: bigger classes, reduction in NSS score and 10) Schuster Annexe : Will accelerate growth of research and student numbers. Ideas staff research effectiveness. Delivery of an UG programme to support 320 students. Mill will improve the student experience, learning and teaching experience and Response to NSS < 50% invalidates result and is a potential risk to reputation Impact Hive will improve industry links and employability initiatives. New 21) Faculty Review : Uncertainty will sap staff moral and may led to loss of top academics will grow PGRs, outputs and external funding. academics – especially those with EU links.

Actions to be taken in mitigation of weaknesses and threats: 15) On-going review of BSc provision and implement plans to manage increased student intake in 2017/18. Increase the international student % at UG level. 16) Continue to press STFC and local LEP on JBO Masterplan. Key task for Lovell Chair and HoS. Communicate well with SKA, STFC and Cheshire East. 20) Academic services changes to improve recruitment and the student experience at UG and PG level. 21) Good communication and staff engagement during the Faculty Review process.

Page 27 of 148 Finance Pro-Forma 2016/17

PSI MIB CEAS EES EEE MACE BP ICAM UMARI Faculty Office Faculty Total School of Maths Dalton Institute Computer Science School of Materials School of Physics School of Chemistry National Graphene Institute Financial Performance £m Tuition fees & education contracts 13.9 9.7 10.6 8.3 15.6 31.6 20.0 19.7 10.0 0.0 (0.0) (0.1) 0.0 0.0 (0.0) 0.0 139.4 Funding body grants 2.7 5.0 2.5 3.3 2.7 3.6 3.7 2.5 5.4 0.6 0.0 0.0 0.1 0.0 0.0 0.0 32.1 Research grants and contracts 4.9 20.7 7.4 9.2 9.6 5.4 13.3 3.2 21.3 0.0 0.3 0.4 0.0 0.0 0.0 0.0 95.7 Other income (includes investment income, donations and endowments) 1.0 3.0 1.0 1.3 1.9 2.3 3.8 0.6 2.6 2.7 0.0 0.1 0.1 0.0 0.0 0.1 20.3 Total Income 22.5 38.4 21.6 22.1 29.9 42.9 40.6 26.0 39.3 3.3 0.3 0.4 0.2 0.0 (0.0) 0.1 287.5

Staff costs 7.2 17.6 10.4 10.8 11.5 12.9 15.7 8.1 18.7 9.0 0.3 1.4 1.3 0.4 0.1 1.2 126.5 Other operating expenses 3.1 10.1 2.8 5.0 5.5 5.0 9.2 1.7 10.6 6.0 0.2 1.0 0.7 (0.1) 0.1 (0.6) 60.3 Interest and other finance costs ------0.0 Total Expenditure 10.3 27.7 13.1 15.8 17.0 17.9 24.9 9.8 29.3 15.0 0.4 2.4 2.0 0.3 0.2 0.6 186.8

Underlying Contribution 12.2 10.8 8.5 6.4 12.8 25.0 15.7 16.2 10.0 (11.7) (0.1) (2.0) (1.9) (0.3) (0.2) (0.5) 100.7 Underlying Contribution % 54.3% 28.0% 39.3% 28.7% 43.0% 58.2% 38.6% 62.3% 25.4% -348.8% -46.8% -541.4% -1119.6% #DIV/0! 2732.3% -831.8% 35.0%

Capital income 0.2 2.8 - 0.6 - - 0.9 - 0.7 ------5.1 Gain/(loss) on investments ------0.0 Pensions and taxation ------0.0 Sale of fixed assets ------0.0 ------0.0 Total Capital and Investing Activities 0.2 2.8 - 0.6 - - 0.9 - 0.7 ------5.1

Depreciation 0.2 2.6 0.1 0.3 0.0 0.6 0.7 - 0.5 0.4 - 0.1 0.1 0.0 - 0.2 5.7

Accounting Surplus 12.3 11.0 8.4 6.6 12.8 24.4 15.9 16.2 10.2 (12.1) (0.1) (2.1) (2.0) (0.3) (0.2) (0.7) 100.2

Other financial KPIs Income from fee paying international students 9.1 3.5 6.6 3.9 14.5 24.3 16.7 9.2 3.1 1.1 ------92.0 Research overheads and net cost recovery as % of total research income 32.0% 15.7% 36.0% 26.0% 33.9% 46.7% 27.1% 40.0% 23.0% #DIV/0! 0.0% -4.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0! Staff cost of faculty (including school) PSS as proportion of total recurrent expenditure 7.7% 3.5% 9.2% 5.1% 5.5% 9.8% 6.9% 6.5% 4.2% 42.3% 26.3% 18.4% 36.3% 49.5% 25.5% 54.6% 9.7% Total staff costs as % of income 32.1% 45.8% 48.0% 48.6% 38.6% 30.0% 38.7% 31.0% 47.7% 268.6% 94.8% 367.3% 801.1% #DIV/0! -1684.0% 1879.6% 44.0% Total staff costs as % of expenditure 70.1% 63.5% 79.0% 68.2% 67.6% 71.9% 63.1% 82.3% 63.9% 59.9% 64.5% 57.3% 65.7% 133.0% 64.0% 201.7% 67.7% Space m2 9.2 10.5 7.6 7.6 11.4 16.4 18.8 3.9 13.4 3.9 0.4 2.3 4.4 3.7 0.0 8.5 122.0 Income per m2 of net usable space 2.5 3.7 2.8 2.9 2.6 2.6 2.2 6.7 2.9 0.8 776774.34 0.2 0.0 - #DIV/0! 0.0

Tuition Fees and Education Contracts £m Credit-bearing tuition fees 14.1 8.7 11.5 7.4 16.9 31.6 20.4 15.4 10.8 2.4 (0.0) (0.1) - - (0.0) - 139.2 Other contract course income ------Other tuition fee income 0.0 0.0 0.0 0.0 0.0 0.9 0.0 0.1 0.1 0.0 ------1.1 Research Training Support Grants - - 0.0 ------0.0 ------0.0 Cross-faculty teaching adjustment (0.2) 1.0 (0.9) 0.9 (1.3) (0.9) (0.5) 4.2 (0.8) (2.4) ------(0.8) Total Tuition Fees and Education Contracts Income 13.9 9.7 10.6 8.3 15.6 31.6 20.0 19.7 10.0 0.0 (0.0) (0.1) - - (0.0) - 139.4

Funding Body Grants £m HEFCE Teaching-related 1.1 1.4 0.2 0.6 0.5 1.2 0.9 0.1 2.0 0.4 ------8.4 HEFCE Research-related 1.6 3.6 2.3 2.6 2.2 2.4 2.7 2.5 3.4 0.2 ------23.5 Other including JISC and TDA - - - 0.1 ------0.1 - - - 0.2 HEFCE capital income ------Total Funding Body Grants 2.7 5.0 2.5 3.3 2.7 3.6 3.7 2.5 5.4 0.6 - - 0.1 - - - 32.1

RGC Income and Contribution £m Research councils 2.6 13.7 3.4 6.1 4.8 2.6 7.0 2.0 15.0 ------57.2 UK based charities 0.2 0.6 0.1 0.2 0.3 0.0 0.3 0.1 0.4 ------2.2 UK central government, hospitals and health 0.2 0.5 0.5 0.5 1.3 0.7 1.1 (0.0) 0.3 - - 0.4 - - - - 5.4 UK industry and commerce 0.8 1.2 0.7 (0.1) 2.9 1.3 2.3 0.2 0.1 - 0.3 - - - - - 9.7 EU government 0.6 4.2 2.3 1.4 (0.1) 0.3 0.9 0.3 3.3 ------13.2 EU industry 0.0 0.3 0.0 0.3 0.3 0.0 0.6 - 0.0 ------1.5 EU other - 0.0 0.0 0.1 0.0 0.2 0.0 - 0.6 ------0.9 Non-EU industry 0.1 0.1 0.0 0.8 0.1 0.1 0.4 - 0.7 ------Page -28 of 148 2.4 Finance Pro-Forma 2016/17

PSI MIB CEAS EES EEE MACE BP ICAM UMARI Faculty Office Faculty Total School of Maths Dalton Institute Computer Science School of Materials School of Physics School of Chemistry National Graphene Institute Other overseas 0.1 0.0 - - - - 0.1 ------0.2 Other sources 0.2 0.1 0.4 0.0 0.0 0.1 0.6 0.6 0.9 ------3.0 Total RGC Revenue Income 4.9 20.7 7.4 9.2 9.6 5.4 13.3 3.2 21.3 - 0.3 0.4 - - - - 95.7

Underlying RGC contribution 1.6 3.3 2.7 2.4 3.3 2.5 3.6 1.3 4.9 0.0 - (0.0) - - - - 25.5 Underlying RGC contribution % 32.0% 15.7% 36.0% 26.0% 33.9% 46.7% 27.1% 40.0% 23.0% #DIV/0! 0.0% -4.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0! 26.6%

Capital RCG Income 0.2 2.8 - 0.6 - - 0.9 - 0.7 ------5.1 Depreciation 0.0 2.2 - 0.1 0.0 0.3 0.3 - 0.2 - - 0.0 - - - - 3.2

Total RGC Income 5.2 23.5 7.4 9.8 9.6 5.4 14.1 3.2 22.0 - 0.3 0.4 - - - - 100.8 Total RGC Expenditure (including fee discounts) 3.3 17.4 4.8 6.8 6.4 3.2 9.7 1.9 16.4 (0.0) 0.3 0.4 - - - - 70.6 RCG Contribution 1.8 6.1 2.7 3.0 3.3 2.2 4.4 1.3 5.6 0.0 - (0.0) - - - - 30.3

Other income £m Consultancy 0.2 0.0 - 0.1 0.2 0.6 0.4 0.0 - - - 0.0 - - - - 1.5 Other services rendered (excl. consultancy) - 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 - - 0.0 - - - 0.2 Intellectual property income ------Other grant income 0.7 2.9 0.8 1.0 1.2 1.1 2.6 0.5 2.2 2.5 ------15.6 Residential and trading income ------0.0 - (0.0) 0.0 - - 0.0 - - - 0.0 Conference income 0.1 0.0 0.0 0.2 0.4 0.3 0.2 0.0 0.1 0.0 ------1.2 Sundry income 0.0 0.1 0.1 0.0 0.0 0.2 0.5 0.0 0.1 0.0 - 0.1 0.0 - - 0.1 1.1 Gift aid ------Capital grants ------Investment income - 0.0 0.0 0.0 0.0 0.0 0.0 - - 0.1 ------0.1 Donations 0.0 0.0 0.1 0.0 0.0 0.0 0.0 0.0 0.1 0.2 - - 0.0 - - - 0.5 Endowment income ------Total Other Income 1.0 3.0 1.0 1.3 1.9 2.3 3.8 0.6 2.6 2.7 - 0.1 0.1 - - 0.1 20.3

Staff Costs £m Academic staff costs (excl externally funded research staff costs) 3.6 6.1 5.2 5.4 6.0 7.4 7.0 5.9 7.0 2.1 - 0.5 0.4 0.1 0.1 0.5 57.3 Externally funded research staff costs 2.1 9.3 3.8 3.9 3.3 2.1 4.9 1.5 8.9 (0.0) 0.2 0.2 - - - - 40.2 PSS staff costs (excl externally funded research staff costs and technicians) 0.8 1.0 1.2 0.8 0.9 1.7 1.7 0.6 1.2 6.4 0.1 0.4 0.7 0.1 0.1 0.3 18.2 Technicians staff costs 0.7 1.3 0.1 0.6 1.3 1.6 2.1 0.0 1.6 0.6 - 0.3 0.2 0.1 - 0.4 10.8 Total Staff Costs 7.2 17.6 10.4 10.8 11.5 12.9 15.7 8.1 18.7 9.0 0.3 1.4 1.3 0.4 0.1 1.2 126.5

Other operating expenses (OOE) £m OOE (excl externally funded research OOE) 1.9 4.3 1.9 2.3 2.6 4.2 4.9 1.3 3.5 6.0 0.0 0.9 0.7 (0.1) 0.1 (0.6) 34.0 Externally funded research OOE 1.1 5.8 0.9 2.7 2.9 0.8 4.3 0.4 7.1 (0.0) 0.2 0.1 - - - - 26.3 Total Other Operating Expenses 3.1 10.1 2.8 5.0 5.5 5.0 9.2 1.7 10.6 6.0 0.2 1.0 0.7 (0.1) 0.1 (0.6) 60.3

Depreciation £m Depreciation (excl externally funded research depreciation) 0.2 0.4 0.1 0.2 0.0 0.2 0.4 - 0.2 0.4 - 0.1 0.1 0.0 - 0.2 2.5 Externally funded research depreciation 0.0 2.2 - 0.1 0.0 0.3 0.3 - 0.2 - - 0.0 - - - - 3.2 Total Depreciation 0.2 2.6 0.1 0.3 0.0 0.6 0.7 - 0.5 0.4 - 0.1 0.1 0.0 - 0.2 5.7

Page 29 of 148 University of Manchester Risk Register Level: Faculty Faculty: Science & Engineering

2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016) 1. Failure to adapt to the changing financial environment and reforms within the HE sector Failure to plan, manage and adapt our business appropriately in a Goals 1, 2, 3 Major 4 Possible 2 8 =1 No change • Government or Government body • Strategic initiatives to increase non-Up Dean changing external environment. Overall budget cuts for universities announcements (e.g. HEFCE, RCUK and NW government revenue in the Comprehensive Spending Review were much less than Region) • Close monitoring, detailed budgeting and Heads of expected, and included an announcement to protect the current • Lack of growth in non-UK government income planning School £4.7 bn research budget. However, the Faculty's research income reported in regular budget monitoring • Goals and KPIs relating to discretionary being forecast below the target, coupled with decreased QR • Reduction in income from public sources income embedded in planning and Annual funding due to the lower than expected performance in REF2014 • Inability to meet targets Performance Review processes along with the changing nature of pensions mean that the Faculty • Introduction of a more iterative planning will have to raise additional non-UK government revenue, as well process to ensure that baseline plans are as make efficiencies, to meet the requirements of MECD, Henry realistic, and that the assumptions are Royce Institute and GEIC. understood; engagement in contingency planning activities

Page 30 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016)

2. Failure to optimise research funding and activity

There are a number of uncertainties around research funding at Goal 1 Major 4 Possible 2 8 =1 No change • Volume and success rates of Research • Recruitment and support of iconic scholars Heads of present including Research Council policies and the recent Council and other sources of funding • Implementation of costing and pricing School changes in EPSRC policy in moving to fewer but bigger grants • Loss of key research active staff policy makes this risk increasingly likely. The Faculty's performance in • The UK leaving the EU: uncertainty over our • Close monitor of grant applications and Associate REF2014 fell below the expected level and has resulted in the access to Horizon 2020 post 2019 and whether successes input into in year performance Dean reduction of QR funding. British academics will be entitled to take a and planning in the current and following (Research) leading role in research funding applications year Faculty's Research Institutes face challenges to update their • Due to Brexit, UK companies are vulnerable • Horizon scanning for key funding trends academic mission and ensure that they perform in a way which for being taken over by overseas companies, and building early clusters adds a positive impact on the Faculty's research funding and resulting in uncertainties of their long term R&D • Focus and respond to the opportunities activity and significant value to the reputation of the University. activities losing their share of EU grant income offered by the Global Challenges Research • PI and Postdoc satisfaction expressed in staff Fund and Industry Strategic Opportunities If the Faculty fails to optimise its research funding and activity, it survey • Publication of REF 2021 guidelines and will become harder to materialise the Faculty's strategic objectives • Implication of business income being working with Schools to develop Faculty and major estates projects, such as Henry Royce Institute and channelled to GEIC strategy MECD to the required standards. • Developing industry-academic consortia aligned with government funding priority themes such as Prosperity Partnership and Industry Challenge Strategy Fund • Increasing international business income through the development of joint research centres and laboratories and research collaboration with overseas businesses. • Review the effectiveness of the Faculty's research institutes

Page 31 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016)

3. Under-performance in recruitment of PGR students

Failure to attract sufficient number and quality of PGR students Goal 1 Serious 3 Possible 2 6 =6 No change • Student application and enrolment data • China Scholarship Council (CSC) initiative Heads of would compromise the University's target to increase PGR • PG satisfaction data been recently developed successfully School numbers and SSR by 2020. PGR numbers contribute in • The UK leaving the EU • Importance of the Faculty to be ahead of maintaining the research funding and high quality research in the • CONACyt recruitment dropped almost zero the curve for the next round of CDT/DTP Associate Faculty. but is now developing under a new applications Dean arrangement • Marketing activities for CDTs (Graduate There is a need to clarify the Mexican situation and recover • Some areas not meeting CDT quotas • Review and improvement of PGR Education) applicants from CONACyT otherwise this would have a significant • PRES satisfaction data application process has been included as impact for overseas PGR in short term. • Level of EPSRC DTP funding directly limited part of the SLP to research grant income • Clear targets for PGR recruitment at • Language skills in new market areas may school level present a risk • Continue to work closely with the • Poor local web presence and routes to University’s International Office and Faculty recruitment: needs more visibility, better AD for Internationalisation and Project connections to Schools and a simple route to Officer recruitment • Active discussion and follow up by FSE Graduate Committee • Develop applications processing • New FSE scholarships (e.g. A*STAR) • Promotion of PDS Awards • Dedicated support for Schools to advertise PGR opportunities

4. Failure to increase position in key League Tables

An increase in position in key League Tables (e.g. Shanghai Jiao Goals 1, 2, 3 Serious 3 Possible 2 6 =6 No change • Drops in performance in individual rankings • Work with colleagues in Planning to Dean Tong) is a cornerstone of the Faculty's strategy. Certain league (e.g. NSS or Citations index) understand the tables and their methodology tables are also used by sponsors (when deciding where to send • League tables themselves • Working on specific areas for Heads of their students) and companies to decide who to recruit from or who improvement (e.g. NSS) School to research with. League tables publishing TEF (or similar) • Looking specifically at employability outcomes will provide an additional challenge in the future. • Development of new TEF related activities and realigning priorities in light of TEF

Page 32 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016)

5. Failure to manage student recruitment targets and outcomes Any reduction in the proportion of overseas students will have a Goals 1, 2, 3 Serious 3 Possible 2 6 =6 No change • Application and admissions data for overseas • Work closely with the International Office Heads of significant effect on overall student fee income. The market is very students • Maintain close relationships with key School competitive and volatile in some areas. There is an over-reliance • The state of the Chinese and other key partners (e.g. sponsor and overseas on some markets, particularly China, which could leave the Faculty country economies institutions) Associate exposed at some point in the future. • Planning data (e.g. progression data) • Establish new links and strengthen existing Dean • Further changes to the student visa rules and links with overseas schools and colleges (Teaching & Brexit is likely to affect the recruitment of the EU students due to future Government policy on migrant numbers • Recruitment and Admissions Working Learning) changes in funding arrangements and ethos of the country. There • The UK leaving the EU Group for UG and PGT respectively monitor is a risk that the UK will now be perceived less attractive to and review the Faculty's student number overseas students, especially China, since their aerospace intake targets and considers and identifies industry is working closer with the Airbus Group - hence very activities in order to diversify the market for closely related to risks 2 and 3. international student recruitment • Implement the recently produced strategy Changes to the immigration rules affecting Tier 4 of the point- on Chinese market and continue developing based system may have a negative impact on the overseas in-depth understanding of it, including what student numbers. The number of English Language qualifications could go wrong with the potential reduction accepted as part of the visa application to study in the UK has of the market. been reduced by the Home Office and restrictions put in place on • Develop new partnerships and agreements overseas language centres to limit their eligibility to run language in Central and South America tests. NOTE: This links closely with the Risk 3 and The forthcoming TEF and the University's predicted low ranking many mitigation activities apply to both risks may impact on the Faculty's ability to raise tuition fees, coupled with a potential drop in applications resulted from students opting for institutions with higher TEF awards, causing serious implications for the Faculty’s reputation and financial performance.

Page 33 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016) 6. Failure to provide world-class teaching and learning, address areas of poor NSS performance and to enhance the student experience Teaching and learning provision is one of the University's core Goals 2, 3 Major 4 Possible 2 8 =1 No change • Low levels of student satisfaction • Short and long term action plans in place Heads of activities. If the University is to achieve a world top 25 position • Poor performance in TEF to support Schools in improving identified School then the delivery of world-class teaching and learning will be a • Negative feedback/complaints from students areas corner-stone of our success, also in relation to the forthcoming • Loss of market share in student recruitment • Set up Assessment and Feedback Associate TEF. With TEF and the increasing use of metrics and League • Reduction in levels of satisfaction expressed Working Group with representation from Dean Tables, provision of management information being under- by employers and other external stakeholders Faculty and Schools (Teaching & resourced poses a significant risk. • Difficulties in recruitment/retention of teaching • A number of teaching and learning KPIs Learning) staff informing annual planning, budget allocation There are inconsistencies of good practice across Schools, and • Low staff morale and APRs inertia among staff to change their practices. Areas of the Faculty • Weaker infrastructure • Feedback mechanisms in place: surveys of have poor facilities and ageing equipment compared to • Lack of resource in management information students, staff and external stakeholders competitors, which threaten the Faculty's ability to provide world- and pedagogy expertise to identify weaknesses • Capital Building Programme (incl MECD) class teaching and learning facilities and may also impact on the and operationalise action plans • Teaching and Learning Action Plans in recruitment and retention of both staff and students. • Relatively light training for teaching place for all Schools, consistent with the University's Student Experience Action Plans

7. Loss of key Academic and PSS staff The implications of Brexit, the University's decision to reduce Goals 1, 2, 3 Serious 3 Possible 2 6 =6 No change • Increase in staff turnover • Academic and financial planning to include Heads of academic posts and a requirement to adapt to constant change • UK leaving the EU adequate levels of support for the work of School and uncertainty may lead to the loss of key academic and PSS academic staff staff and associated funding to other institutions, leading to the • Effective change management, clear and Dean collapse of the strategic business areas. There is a risk that the honest communication and support for the University will be perceived less attractive as an employer existing staff particularly to new, early career academics. • Present change programme as an opportunity particularly for new, early career Retaining the University's current EU/EEA staff and attracting the researchers best people from the EU area (and potentially outside the EU) is likely to become harder and face additional bureaucracy.

Page 34 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016) 8. Failure to reduce carbon emissions, improve sustainability and uphold social responsibility agenda in parity with other University's interests

Failure to engage in the 'Current Behaviour' sustainability agenda Goals 1, 2, 3 Moderate 2 Possible 2 4 =11 Impact • Volume and success rates of carbon linked • Monitor energy usage data Dean to reduce energy usage, failing to maximise the percentage of staff decreased funding sources • Targets and actions embedded within the participating with relevant actions in the Staff Signature • Data from estates on energy usage Faculty's Operational Priorities Vice Dean programme will impact on the environment and could lead to • "Green league tables" • Develop the review of the Faculty's carbon (Social damage to reputation and have an adverse impact on student • Data on staff involvement in Social footprint Responsibilit recruitment. Responsibility Signature programmes • Environmental Sustainability considered at y) • External stakeholder feedback on reality of the FLT There is also a danger that Faculty's other interests, both goal 3 agenda and reputation academic or commercial, are given a higher priority or that they conflict with our Social Responsibility aims.

9. Failure to keep within expenditure targets Unplanned increases in costs, i.e. due to the changing nature of Goals 1, 2, 3 Serious 3 Rare 1 3 17 No change • Monthly management accounts • Stringent vacancy monitoring policy in Heads of pensions , would negatively impact on the Faculty's ability to place School deliver its budget. • Monthly finance review meetings between the Dean and Head of Faculty Finance and Dean each Head of School to review the management accounts and the financial performance of the School

10. Under-performance in recruitment of Home taught students Failure to attract sufficient number, quality and balance of Goals 2, 3 Moderate 2 Possible 2 4 =11 No change • Student application and enrolment data • Monitor closely the offer/acceptance Heads of undergraduate and postgraduate taught Home students. The • UG satisfaction data numbers School government focus on Apprenticeships and Apprentice degrees • Inability to meet WP targets • Continued assessment of the Schools' may consequently lead to under-recruitment of UG Home students • Competitor institutions looking to increase portfolio of courses Associate and have an impact on the engineering degree market place. their student numbers • Continue to support the Foundation Dean Studies programme with engagement from (Teaching & Increases in tuition fees and the Government's decision, as all Schools Learning) announced in the Comprehensive Spending Review 2015, to • Recruitment and Marketing activities to change the repayment of student loans of those who took out publicise the message that students wishing loans after 2012, are likely to influence decisions of our to study a second degree will be able to prospective applicants, particularly those from the WP cohort. access a tuition fee loan from 2017-18 for courses in science, technology, engineering or Mathematics (STEM)

Page 35 of 148 2020 Change Implications, Net since last Current Management Processes and Risk Impact Likelihood Rank Risk Indicators Risk Owner Failure to Risk report Mitigating Activities achieve… (Dec 2016) 11. Failure in the internal control environment Failure to put in place and manage internal control effectively could Goals 1, 2, 3 Major 4 Rare 1 4 =11 No change • Internal and external audit reports • Robust Sign-off procedures on posts Dean lead to fraud, breaches of internal and external regulations, failure • Internal monitoring • Embedding of IPROC; monthly finance to meet budget targets, failure to realise opportunities to improve • Monthly management accounts review meetings; restructure of finance Head of efficiency and effectiveness and to invest strategically, damage to support into a single reporting structure; Faculty reputation, and loss of funding. action plan developed and monitored in Finance response to audit reports Controls have been put in place along with a Faculty level Finance • Training Programme for all key budget team to mitigate against the likelihood of this risk and evidence holders, including PIs. This should include a suggests this has been successfully implemented. There are also compulsory session at the start of each potential issues around governance and legal compliance financial year for all relevant staff that are (including ethical standards and equality & diversity) new to post and an annual refresher course for all other budget holders • Faculty team structure for all Finance staff in Schools/across the Faculty

12. Failure to adequately manage Health and Safety resulting in a major accident A failure to adequately manage Health and Safety may result in Goals 1, 2, 3 Major 4 Rare 1 4 =11 No change • Significant changes in accident/incident rates • Establishing the Faculty Health, Safety and Heads of injury or death to staff, students or visitors. This would have a or types of accident/incident Wellbeing Committee consisting of senior School major impact on individuals and the University, including: • Poor performance in HASMAP and other members of staff from the Faculty and • The potential for prosecution of the institution under Section 37 of audits School, chaired by the Dean Dean the HSAWA and other existing Health and Safety legislation. • Increasing incidence of non-compliance • Management engagement in Health and • Increasing reports of near-miss type incidents Safety management at all levels • Establishing of formal reporting lines (via proforma) from all local School/Institute Safety Committees to the FHS&W Committee • Quarterly report to senior managers from the Faculty Healthy and Safety Manager reviewing accident/incident rates and types and other relevant HS&W related matters • Continued strategic investment and development of the Faculties' safety resources (SSAs/DSSAs) • Use of the Competency Development Framework to inform and guide the process

13. Failure to meet audit/output requirements of externally funded research projects There is a risk of clawback of research funds if contract Goals 1, 3 Moderate 2 Possible 2 4 =11 No change • Complaints from funding body • Reminders issued to key staff Heads of requirements are not met with respect to audit and/or output. This • Reductions in successful funding applications • Faculty Head of Finance taking an active School would damage reputation and put potential future funding in role in signing off projects/contracts jeopardy. Associate Dean (Research)

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14. Failure to comply with UKVI policies and practice

Failure to comply with UKVI policies would have serious Goals 1, 2 Major 4 Possible 2 8 =1 No change • Failure to complete eProg attendance records • Schools to monitor that supervisors fill in Dean consequences for the Faculty (and University). The worst case continues to be a serious problem for the attendance and engagement forms scenario being that the University loses its Highly Trusted Sponsor Faculty • All staff within Schools contacted and Heads of Status and would be unable to recruit overseas students. • UKVI and UNIAC audit/review reports informed of the importance of ensuring that School • Changes to PBS visa regulations policies are being followed correctly • Staff not using eProg to complete monthly • Contact with students documented and the attendance forms escalation process for non-contact followed • Changes to Secure English Language Tests correctly (SELTS) with some no longer acceptable in • Heads of School engaging with HoSAs and support of visa applications School Boards to ensure they are involved in the processes for their School • New business processes developed for managing CAS related paperwork (e.g. original document checking) now embedded • Census checks and monthly reporting being carried out inn line with University policies

15. Failure to meet the challenges of the MECD, Royce and GEIC projects Failure to develop fit for purpose accommodation with outstanding Goals 1, 2, 3, 4 Major 4 Rare 1 4 =11 No change • Control the funding of the project • Close liaison with internal and external Dean facilities for research, teaching and PSS staff would have far • Keeping on the planned timescale of the stakeholders reaching negative impact for the Faculty. The projects not keeping development Director of within the budget and/or projected timescales would inevitably Faculty have an adverse effect on the rest of the estates related projects Operations across the Faculty. Heads of The risks of these projects are closely linked to several other risks: School failure to provide world-class teaching and learning, address areas concerned of poor NSS performance and to enhance the student experience (6); failure to optimise research funding and activity (2), risk in relation to student recruitment (5, 3), retaining current students and staff (7) and to engage in the sustainability agenda (8) and to engage with the local community. Note: MECD has its own risk register which outlines risks related to its activity in more detail.

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16.the risk of loss or reputational damage as a consequence of a successful external attack on the IT infrastructure

Shortfalls have been identified in the governance, management Goals 1, 2, 3 Major 4 Possible 2 8 =1 New risk • Nature and frequency of known attacks To strengthen compliance in data protection, Dean and operations of measures to combat threats from cyber attacks. • Reports to the ICO or similar bodies information security and record Failure to protect data would lead to putting staff at risk, (including near misses) management through the Information Director of reputational damage and high monetary penalties. Governance Guardians Network group, Faculty namely: Operations • Review and monitor information governance practices across the Faculty • Monitor incidents and identify risks training strategy for all staff • Develop and monitor an information governance framework for all staff and students • Develop a training strategy for all staff • Develop and oversee a communication strategy 17. Failure to provide adequate support for staff and look after their wellbeing may lead to low morale and increased levels of stress and absence Change in an internal and external landscape has led to Goals 1, 2, 3 Serious 3 Possible 2 6 =6 New risk • Staff Survey outcomes • Staff Survey action planning and regular Dean uncertainty and need to continuously adapt to change. Failure to • The University's decision to decrease monitoring of outcomes support staff sufficiently during the period of change and equip academic and PSS posts • Equip managers with skills to manage Director of them with tools to adapt and manage change effectively, whilst • Impact of the Faculty Review and change and support staff during change Faculty realising opportunities it provides, may lead to decreased levels of restructuring in local levels • Employee wellbeing activities are carried Operations motivation, job satisfaction and increase in staff absence. • Uncertainty amongst EU/EEA staff as a result out as an ongoing practice of UK leaving the EU • Effective and honest communication with Heads of • TEF, REF staff School • Auditing communication channels to understand the effectiveness of each channel and use this information when communicating messages Note: Graphene and related activities are covered in a separate risk register

Page 38 of 148 Faculty of Science & Engineering Risk Map June 2017

Net Risk (after considering controls in place) 1.Failure to adapt to the changing financial environment and reforms within the HE sector 2.Failure to optimise research funding and activity Catastrophic 5 3.Under-performance in recruitment of PGR students 4.Failure to increase position in key League Tables 11 14 2 5.Failure to manage student recruitment targets and outcomes Major 4 12 1 6.Failure to provide world-class teaching and learning, address areas of poor 15 6 16 NSS performance and to enhance the student experience

7.Loss of key Academic and PSS staff 9 7 3 17 Serious 3 8.Failure to reduce carbon emissions, improve sustainability and uphold social responsibility 5 agenda in parity with other University's interests Impact 4 9.Failure to keep within expenditure targets 13 10 Moderate 2 10.Under-performance in recruitment of Home taught students 8 11.Failure in the internal control environment 12.Failure to adequately manage Health and Safety resulting in a major accident Minor 1 13.Failure to meet audit/output requirements of externally funded research projects 14.Failure to comply with UKVI policies and practice 1 2 3 4 5 15.Failure to meet the challenges of the MECD, Royce and GEIC projects Rare Possible Likely Very Almost New 16.the risk of loss or reputational damage as a consequence of a successful external attack on Risk likely certain the IT infrastructure Likelihood within 3 years / life of project New 17.Failure to provide adequate support for staff and look after their wellbeing may lead to low Risk morale and increased levels of stress and absence

Impact Likelihood "Strategic" Increasing

Key "Statutory" Decreasing

Page 39 of 148 Table 1: 2017 Returns from Deans 1 2 3 4.1 5.1 6 7 Are you confident that you understand your financial management responsibilities? are processes control internal that all necessary satisfied you Are your from variances significant that any to ensure in place approved budget can be properly identified and controlled? Are you satisfied that your authority to spend (and those conflict by any compromised is not your behalf) it on exercising of interest? academic the for of interests register a compiled area Has the year 2016-17? University's to the contribute Plan Operational your Does Sustainability? Environmental for Strategy Have all staff who handle person identifying data (such as personal data related to staff, students and research participants) in the course Protection Data online University's the completed last two years? I understand my legal and management responsibilities for University's in the set out as matters, related and & Safety Health Policy & Safety Health Science and Engineering Y Y Y Y Y Y Y

For Deans & Vice-Presidents Number of positive responses 3 3 3 3 3 2 3 Average % Positive response 100% 100% 100% 100% 100% 67% 100% 95%

Key: Positive Negative

Page 40 of 148 Table 2: 2017 Returns from Academic 1 2 3 4.1 5.1 6 7.1 7.2 7.3 8 9 Managers Operational Plan contribute to the University's Strategy for Environmental our oes y Are youconfident that you understand yourfinancial management responsibilities? Are yousatisfied that all necessary internal control processesin are place to ensure that anysignificant variances from your approved budget can be properly identified and controlled ? Are yousatisfied that your authorityto spend those(and exercising it on your behalf) is not compromised by any conflict of interest? Has theSchool compiled a register of interestsfor the academic year 2016-17? D Sustainability? you Do understand your responsibilities to provide accurate, accessible and timely published information to students and applicants? Are youconfident your processes for amending and updatingstudent, programme and unit data in Campus Solutions appropriateare and timely? Are youconfident that any data errors in Campus Solutions quickly are identifiedand action takento prevent a reoccurence? Are youassured that the data on programmes and units offered by theSchool representsaccurate an record of informationwhich is suitable for reporting, planning and inclusion in external statutory returns suchas thoseto HESA and HEFCE? Have all staff handle who person identifyingdata (suchas personal data related to staff, students and research participants) completed theUniversity's online Data Protection course in the last two years? I understand my legal and management responsibilities for Health & Safety and related matters, as set out in the University'sHealth & SafetyPolicy Science and Engineering Chemical Engineering & Analytical Science Y Y Y Y Y Y Y Y Y N Y Chemistry Y Y Y Y Y Y Y Y Y Y Y Computer Science Y Y Y Y Y Y Y Y Y N Y Earth and Environmental Sciences Y Y Y Y Y Y Y Y Y Y Y Electrical & Electronic Engineering Y Y Y Y Y Y Y Y Y N Y Materials Y Y Y Y Y Y Y Y Y Y Y Mathematics Y Y Y Y Y Y Y Y Y Y Y Mechanical, Aerospace & Civil Engineering Y Y Y Y Y Y Y Y N N Y Physics & Astronomy Y Y Y Y Y Y Y Y Y Y Y

For Schools Number of positive responses 17 17 17 17 15 17 17 17 16 7 17 Average % Positive response 100% 100% 100% 100% 88% 100% 100% 100% 94% 41% 100% 93%

Key: Positive Negative Page 41 of 148 Table 3: 2017 Returns from Directors of 1 2 3 4.1 5.1 6 7 Research Institutes Are you confident that you understand your financial management responsibilities? are processes control internal that all necessary satisfied you Are your from variances significant that any to ensure in place approved budget can be properly identified and controlled? Are you satisfied that your authority to spend (and those conflict by any compromised is not your behalf) it on exercising of interest? academic the for of interests register a compiled area Has the year 2016-17? University's to the contribute Plan Operational your Does Sustainability? Environmental for Strategy Have all staff who handle person identifying data (such as personal data related to staff, students and research participants) in the course Protection Data online University's the completed last two years? I understand my legal and management responsibilities for University's in the set out as matters, related and & Safety Health Policy & Safety Health Dalton Cumbrian Facility Y Y Y Y Y Y Y Dalton Nuclear Institute Y Y Y Y N Y Cancer Research UK Manchester Institute Y Y Y Y Y Y Y Manchester Institute of Biotechnology Y Y Y Y Y Y Y National Graphene Institute Y Y Y Y Y Y Y Photon Science Institute N N N N Y Y

For Research Institutes Number of positive responses 5 5 5 4 5 5 6 Average % Positive response 83% 83% 83% 80% 100% 83% 100% 88%

Key: Positive Negative N/A

Page 42 of 148 Research Performance 2016/17: Faculty and School Overview

High level KPIs % of RRE eligible Total Research International Business Research individuals with at Citations % PGR Revenue Income Research Revenue Revenue Income least one 3* (or % in top 10% Completions (2011 £m Income £m £m has 4*) 2012-16 cohort) 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 Key Faculty of Science & Engineering Income School of Chemical Engineering and Analytical Science 4.9 1.0 0.9 96 17.80 68.6% i) 3 percentage points or more above last year & ii) met target School of Chemistry 20.7 4.7 1.6 97 22.10 86.3% i) below last year & ii) 5% below target School of Computer Science 7.4 2.7 0.7 84 18.50 60.0% School of Earth and Environmental Sciences 9.2 2.6 1.0 96 19.80 88.5% School of Electrical and Electronic Engineering 9.6 0.3 3.3 92 18.00 79.7% School of Materials 13.3 2.6 3.3 78 20.60 79.0% School of Mathematics 3.2 0.9 0.2 77 12.90 93.3% School of Mechanical, Aerospace and Civil Engineering 5.4 0.8 1.4 82 16.10 71.0% Citations School of Physics and Astronomy 21.3 5.5 0.8 83 25.20 92.9% upward movement S&E Total 95.7 21.1 13.6 86 20.30 79.6% downward movement Faculty of Humanities Alliance Manchester Business School 4.6 0.8 0.2 75 23.60 72.9% Completions School of Arts, Languages and Cultures 3.5 0.6 0.0 75 16.80 67.9% > 5% upward movement School of Environment, Education and Development 4.3 0.9 0.0 65 24.50 68.6% > 5% downward movement School of Law 0.7 0.4 0.0 70 15.30 56.3% School of Social Sciences 6.5 0.7 1.2 69 22.30 70.0% Humanities Total 19.5 3.5 1.6 72 22.20 68.8% Faculty of Biology, Medicine & Health School of Biological Sciences 41.7 4.9 8.8 79 25.20 93.5% School of Medical Sciences 24.8 2.6 2.3 80 23.30 84.6% School of Health Sciences 30.6 3.6 3.5 78 21.70 85.3% CRUK Manchester Institute 24.7 1.0 1.8 71 100.0% BMH Total 121.7 12.1 16.4 79 23.50 88.9% Grand Total 236.9 36.7 18.0 78 21.80 79.1% 2020 Target 392.4 75.0 60.0 90 see note* 90.0

* target changed in refresh of Manchester 2020 to top 10% of cited papers in their field to be in line with that for the UK’s top five institutions

Page 43 of 148 RGC Income (ii) % change Revenue Revenue Revenue Revenue (i) % change Revenue Revenue 2016/17 to Target Target Target Target 2016/17 to target 2012/13 2013/14 2014/15 2015/16 2016/17 2015/16 2016/17 2017/18 2018/19 2019/20 2016/17 £m £m £m £m £m £m £m £m £m Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 4.1 4.5 3.7 4.1 4.9 19.0% -3.7% 5.1 6.2 7.0 8.3 School of Chemistry 11.9 15.0 14.9 16.9 20.7 22.4% 23.1% 16.8 22.6 24.6 26.1 School of Computer Science 5.9 6.4 6.1 6.7 7.4 10.2% 3.8% 7.1 7.9 8.2 8.5 School of Earth and Environmental Sciences 7.3 7.1 7.9 9.2 9.2 0.1% 22.7% 7.5 8.5 9.2 9.5 School of Electrical and Electronic Engineering 7.2 6.4 10.6 9.4 9.6 2.1% -6.3% 10.2 10.5 11.1 12.0 School of Materials 13.3 13.5 16.7 11.7 13.3 13.7% 9.7% 12.1 12.7 12.9 15.3 School of Mathematics 2.6 2.4 2.7 3.0 3.2 8.2% -7.6% 3.5 3.5 3.7 3.9 School of Mechanical, Aerospace and Civil Engineering 8.0 6.2 8.1 5.8 5.4 -6.4% -1.4% 5.5 6.1 7.4 7.9 School of Physics and Astronomy 14.0 15.0 27.2 18.7 21.3 14.2% -9.0% 23.4 23.9 25.9 28.3 Dalton Nuclear Institute 1.5 2.6 2.2 0.2 0.4 149.0% 29.2% 0.3 0.1 3.2 7.7 Other research institutes (NGI, ICAM, UMARI, PSI) 0.3 0.4 0.3 -16.3% -32.7% 0.4 0.4 0.4 0.4 Faculty 0.3 0.5 0.0 0.0 -100.0% -100.0% 0.1 0.1 0.1 0.1 S&E Total 76.1 79.5 100.5 85.9 95.7 11.4% 3.9% 92.1 102.5 113.8 127.8 Faculty of Humanities Alliance Manchester Business School 3.2 2.8 3.6 4.2 4.6 9.8% 11.6% 4.1 4.2 4.2 4.7 School of Arts, Languages and Cultures 2.6 2.5 2.5 2.9 3.5 20.6% 7.5% 3.3 3.1 3.2 3.4 School of Environment, Education and Development 3.0 3.4 3.5 3.7 4.3 16.3% 11.8% 3.8 4.6 4.8 5.1 School of Law 0.5 0.3 0.7 0.6 0.7 10.2% 0.0% 0.7 0.7 0.7 0.8 School of Social Sciences 4.8 5.6 6.3 6.2 6.5 4.2% 20.1% 5.4 6.0 5.7 5.8 MIMAS 0.7 0.6 0.0 #DIV/0! #DIV/0! SCI -0.5 0.0 0.0 #DIV/0! #DIV/0! Humanities Total 14.3 15.3 16.6 17.7 19.5 10.2% 12.5% 17.3 18.5 18.7 19.7 Faculty of Life Sciences School of Life Sciences 30.0 31.6 31.6 30.6 -100.0% #DIV/0! FLS Total 30.0 31.6 31.6 30.6 -100.0% #DIV/0! Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 7.1 6.2 5.5 5.2 -100.0% #DIV/0! Faculty Institute of Cancer Sciences 8.2 7.3 6.6 6.5 -100.0% #DIV/0! Faculty Institute of Cardiovascular Sciences 4.5 4.5 4.2 4.2 -100.0% #DIV/0! Faculty Institute of Human Development 7.6 7.9 8.2 8.6 -100.0% #DIV/0! Faculty Institute of Inflammation & Repair 14.0 22.2 20.4 20.0 -100.0% #DIV/0! Faculty Institute of Population Health 12.1 12.9 14.5 15.3 -100.0% #DIV/0! School of Medicine/Sub-total Faculty Institutes 53.3 60.9 59.4 59.8 -100.0% #DIV/0! Manchester Medical School 0.0 0.0 0.0 0.0 School of Dentistry 2.2 2.9 2.7 2.4 -100.0% #DIV/0! School of Nursing, Midwifery and Social Work 3.4 4.0 4.6 4.1 -100.0% #DIV/0! Manchester Pharmacy School 1.6 2.2 2.7 2.6 -100.0% #DIV/0! School of Psychological Sciences 2.5 1.9 2.7 3.0 -100.0% #DIV/0! School of Biological Sciences 45.1 41.7 -7.5% -16.6% 50.0 41.6 41.2 42.8 School of Medical Sciences 24.2 24.8 2.5% -20.6% 31.2 28.6 30.5 33.3 School of Health Sciences 27.6 30.6 10.9% 0.8% 30.4 29.2 29.9 28.6 CRUK Manchester Institute 16.6 15.8 18.3 23.0 24.7 7.4% -4.8% 26.0 28.4 28.9 29.7 BMH Total exc CRUKMI 62.9 72.1 72.1 96.9 97.0 0.1% -13.1% 111.6 99.5 101.6 104.8 BMH Total inc CRUKMI 79.6 87.8 90.4 120.0 121.7 1.4% -11.5% 137.5 127.9 130.5 134.4 Grand Total (Faculties) 199.9 214.1 239.0 223.6 236.9 5.9% -4.1% 247.0 248.9 263.0 282.0 Total University Capital Research Income 38.8 24.2 24.9 79.3 65.9 39.4 University total including capital RGC income 257.1 262.3 2020 Target 392.4

RGC Income: total RGC income from all sources as per management accounts School income by source of funding in finance proforma FSE Capital RGC income £5.1 (equip) BMH Capital RGC income £6.4 (equip) i) 3 percentage points or more above last year & ii) met target Land & buildings £12.7 Page 44 of 148 i) below last year & ii) 5% below target International RGC Income (ii) % change (i) % change Target Target Target Target 2016/17 to 2016/17 to 2012/13 2013/14 2014/15 2015/16 2016/17 target 2016/17 2017/18 2018/19 2019/20 2015/16 £m £m £m £m £m 2016/17 £m £m £m £m Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 0.9 1.3 1.0 0.8 1.0 26.6% -3.9% 1.0 1.7 1.9 2.1 School of Chemistry 3.2 3.6 3.6 4.2 4.7 12.4% 37.3% 3.4 4.6 5.1 5.8 School of Computer Science 1.6 2.1 2.1 1.5 2.7 81.2% 12.5% 2.4 3.5 3.8 4.3 School of Earth and Environmental Sciences 1.2 0.8 1.7 1.8 2.6 45.3% 43.8% 1.8 1.4 1.5 1.7 School of Electrical and Electronic Engineering 0.8 0.9 1.0 0.9 0.3 -66.7% -74.4% 1.2 1.5 1.6 1.8 School of Materials 2.2 1.7 2.1 1.7 2.6 52.9% 15.8% 2.2 3.8 4.2 4.8 School of Mathematics 0.5 0.4 0.3 0.2 0.9 350.0% 116.4% 0.4 0.4 0.4 0.5 School of Mechanical, Aerospace and Civil Engineering 0.9 0.3 0.9 0.4 0.8 81.8% 11.3% 0.7 1.2 1.3 1.4 School of Physics and Astronomy 2.1 2.4 3.3 6.1 5.5 -10.3% 0.8% 5.5 9.1 10.1 11.4 S&E Total 13.5 13.6 16.0 17.6 21.1 19.8% 12.9% 18.7 27.1 30.1 33.8 Faculty of Humanities Alliance Manchester Business School 1.6 1.3 1.2 1.0 0.8 -16.6% -4.8% 0.8 0.7 0.7 0.8 School of Arts, Languages and Cultures 0.6 0.7 0.7 0.8 0.6 -27.1% -12.6% 0.7 0.4 0.4 0.4 School of Environment, Education and Development 0.5 0.5 0.5 0.8 0.9 6.6% 11.2% 0.8 0.8 0.9 0.9 School of Law 0.1 0.1 0.4 0.4 0.4 -1.0% 0.7% 0.4 0.3 0.3 0.3 School of Social Sciences 0.4 0.9 1.0 0.8 0.7 -13.7% -21.4% 0.9 0.7 0.8 0.9 Humanities Total 3.2 3.4 3.8 3.8 3.5 -8.9% -3.5% 3.6 2.8 3.0 3.3 Faculty of Life Sciences School of Life Sciences 2.5 3.3 4.3 #DIV/0! #DIV/0! FLS Total 2.5 3.3 4.3 #DIV/0! #DIV/0! Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 1.0 0.6 0.7 #DIV/0! #DIV/0! Faculty Institute of Cancer Sciences 1.6 1.4 1.0 #DIV/0! #DIV/0! Faculty Institute of Cardiovascular Sciences 0.0 0.0 0.1 #DIV/0! #DIV/0! Faculty Institute of Human Development 1.8 1.7 1.7 #DIV/0! #DIV/0! Faculty Institute of Inflammation & Repair 1.8 3.4 3.2 #DIV/0! #DIV/0! Faculty Institute of Population Health 1.4 1.6 1.8 #DIV/0! #DIV/0! Manchester Medical School 0.0 0.0 0.0 #DIV/0! #DIV/0! School of Dentistry 0.8 0.7 0.6 #DIV/0! #DIV/0! School of Nursing, Midwifery and Social Work 0.3 0.2 0.4 #DIV/0! #DIV/0! Manchester Pharmacy School 0.6 0.9 1.0 #DIV/0! #DIV/0! School of Psychological Sciences 0.3 0.3 0.3 #DIV/0! #DIV/0! School of Biological Sciences 5.7 4.9 -14.2% -16.0% 5.8 3.7 3.9 4.1 School of Medical Sciences 2.9 2.6 -9.9% -18.4% 3.2 1.6 1.7 1.8 School of Health Sciences 3.4 3.6 5.0% 31.2% 2.7 2.5 2.6 2.8 CRUK Manchester Institute 0.4 0.2 0.3 0.6 1.0 54.6% -23.1% 1.3 1.0 1.1 1.1 BMH Total exc CRUKMI 9.6 10.7 10.7 12.1 11.1 -8.3% -5.6% 11.8 7.8 8.3 8.7 BMH Total inc CRUKMI 10.1 10.9 11.0 12.7 12.1 -4.7% -7.4% 13.1 8.8 9.3 9.9 Grand Total 29.3 31.2 35.1 34.2 36.7 7.4% 3.8% 35.4 38.7 42.4 46.9 2020 Target 75.0 International RGC Income: total RGC income from EU Govt, EU industry, EU other, Non-EU industry, Other overseas School income by source of funding in finance proforma. Figures may not tally due to rounding. i) 3 percentage points or more above last year & ii) met target i) below last year & ii) 5% below target Page 45 of 148 Business RGC Income (ii) % change (i) % change Target Target Target Target 2016/17 to 2016/17to 2012/13 2013/14 2014/15 2015/16 2016/17 target 2016/17 2017/18 2018/19 2019/20 2015/16 £m £m £m £m £m 2016/17 £m £m £m £m Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 1.0 0.6 0.7 0.8 0.9 13.9% -4.1% 0.9 0.9 1.0 1.2 School of Chemistry 0.5 1.1 1.2 1.0 1.6 60.0% 32.9% 1.2 1.1 1.2 1.3 School of Computer Science 1.0 0.4 0.5 0.6 0.7 20.7% -8.6% 0.8 0.6 0.7 0.8 School of Earth and Environmental Sciences 0.8 1.0 1.5 1.0 1.0 -2.0% -12.2% 1.1 0.6 0.7 0.7 School of Electrical and Electronic Engineering 3.0 2.5 3.1 3.1 3.3 5.1% 5.8% 3.1 2.0 2.2 2.5 School of Materials 2.9 3.9 3.3 3.0 3.3 10.0% -9.8% 3.7 2.5 2.8 3.1 School of Mathematics 0.2 0.3 0.3 0.2 0.2 25.0% -0.2% 0.2 0.2 0.2 0.2 School of Mechanical, Aerospace and Civil Engineering 1.0 1.5 1.6 1.1 1.4 28.4% 50.7% 0.9 0.9 1.0 1.1 School of Physics and Astronomy 0.2 0.5 0.4 0.5 0.8 77.8% 23.6% 0.6 0.7 0.8 0.8 Dalton Nuclear Institute 0.0 0.0 0.0 0.0 0.3 0.1 0.1 0.1 Faculty 0.3 0.2 0.3 0.0 0.3 -41.2% 0.5 0.1 0.2 0.2 S&E Total 10.9 12.0 12.8 11.6 13.6 17.6% 1.6% 13.4 10.0 11.1 12.5 Faculty of Humanities Alliance Manchester Business School 0.1 0.0 0.0 0.2 0.2 8.2% 111.2% 0.1 0.4 0.2 0.1 School of Arts, Languages and Cultures 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 School of Environment, Education and Development 0.0 0.0 0.0 0.0 0.0 -2.8% 0.0 0.1 0.1 0.1 School of Law 0.0 0.0 0.0 0.0 0.0 -27.8% 0.1 0.0 0.0 0.0 School of Social Sciences 0.2 0.0 0.0 1.1 1.2 15.2% 958.6% 0.1 1.3 0.7 0.1 Humanities Total 0.4 0.0 0.1 1.3 1.6 21.6% 503.8% 0.3 1.7 0.9 0.2 Faculty of Life Sciences School of Life Sciences 1.7 2.4 2.8 #DIV/0! #DIV/0! FLS Total 1.7 2.4 2.8 #DIV/0! #DIV/0! Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 0.4 0.2 0.4 Faculty Institute of Cancer Sciences 1.2 0.7 0.4 Faculty Institute of Cardiovascular Sciences 0.1 0.0 0.0 Faculty Institute of Human Development 0.6 0.2 0.4 Faculty Institute of Inflammation & Repair 4.4 11.3 8.6 Faculty Institute of Population Health 0.4 0.4 0.4 Manchester Medical School School of Dentistry 0.2 0.4 0.2 School of Nursing, Midwifery and Social Work 0.1 0.0 0.0 Manchester Pharmacy School 1.0 1.1 1.8 School of Psychological Sciences 0.3 0.2 0.2 School of Biological Sciences 11.4 8.8 -22.5% 9.5% 8.0 5.1 5.4 5.7 School of Medical Sciences 1.3 2.3 77.2% -38.3% 3.7 6.2 6.6 7.0 School of Health Sciences 3.4 3.5 3.5% 13.9% 3.1 2.4 2.5 2.7 CRUK Manchester Institute 1.4 1.0 1.3 1.6 1.8 10.5% 53.6% 1.2 2.0 2.1 2.2 BMH (MHS) Total exc CRUKMI 8.6 14.4 12.4 16.1 14.6 -9.2% -1.6% 14.8 13.7 14.5 15.4 BMH (MHS) Total inc CRUKMI 10.1 15.5 13.7 17.7 16.4 -7.3% 2.6% 16.0 15.7 16.6 17.6 Grand Total 23.1 29.9 29.4 30.6 31.6 3.4% 6.6% 29.7 27.4 28.6 30.3 2020 Target 60.0 Business RGC Income: total RGC income from UK industry, EU industry and Non-EU industry School income by source of funding in finance proforma. Figures may not tally due to rounding. BMH target figures to be confirmed in October i) 3 percentage points or more above last year & ii) met target i) below last year & ii) 5% below target Page 46 of 148 RGC Income per academic staff FTE 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 £m £m £m £m £m academic staff fte £m £m £m £m £m Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 4.1 4.5 3.7 3.7 4.9 34.8 36.1 39.2 42.4 42.8 0.117 0.124 0.095 0.087 0.114 School of Chemistry 11.9 15.0 14.9 13.7 20.7 53.6 50.4 52.2 53.7 70.0 0.223 0.298 0.285 0.255 0.296 School of Computer Science 5.8 6.4 6.1 6.7 7.4 58.7 56.1 57.3 57.8 59.1 0.099 0.113 0.107 0.116 0.125 School of Earth and Environmental Sciences 7.3 7.1 7.9 7.8 9.2 40.5 42.1 43.7 55.4 70.5 0.180 0.169 0.180 0.141 0.130 School of Electrical and Electronic Engineering 7.2 6.4 10.6 9.4 9.6 60.1 63.0 69.4 71.8 69.6 0.120 0.101 0.152 0.131 0.138 School of Materials 13.4 13.5 16.7 11.7 13.3 67.8 63.1 69.0 87.1 93.7 0.197 0.213 0.242 0.134 0.142 School of Mathematics 2.6 2.4 2.7 3.0 3.2 67.3 69.1 74.4 73.4 78.4 0.038 0.035 0.037 0.041 0.041 School of Mechanical, Aerospace and Civil Engineering 8.0 6.2 8.1 5.7 5.4 73.0 74.6 78.8 85.7 89.7 0.109 0.083 0.103 0.067 0.060 School of Physics and Astronomy 14.0 15.0 27.2 18.4 21.3 84.2 80.4 92.6 90.4 93.1 0.166 0.187 0.294 0.204 0.229 S&E Total 76.1 79.5 100.5 80.6 95.7 544.4 539.4 583.0 624.4 671.4 0.140 0.147 0.172 0.129 0.143 Faculty of Humanities Alliance Manchester Business School 3.2 2.8 3.6 4.2 4.6 187.2 170.1 185.1 197.4 197.5 0.017 0.017 0.019 0.021 0.023 School of Arts, Languages and Cultures 2.6 2.5 2.5 2.9 3.5 233.7 223.6 220.8 223.9 226.0 0.011 0.011 0.012 0.013 0.015 School of Environment, Education and Development 3.0 3.4 3.5 3.7 4.3 124.9 117.6 122.4 118.9 123.6 0.024 0.029 0.029 0.031 0.035 School of Law 0.5 0.3 0.7 0.6 0.7 56.9 56.1 61.9 59.4 65.4 0.008 0.005 0.011 0.010 0.011 School of Social Sciences 4.8 5.6 6.3 6.2 6.5 169.1 164.9 164.8 175.2 178.9 0.028 0.034 0.038 0.035 0.036 Humanities Total 14.3 15.3 16.6 17.7 19.5 773.8 733.4 756.8 776.4 792.2 0.018 0.021 0.022 0.023 0.025 Faculty of Life Sciences School of Life Sciences 30.0 31.6 31.6 30.6 205.1 190.3 183.1 192.3 0.146 0.166 0.173 0.159 FLS Total 30.0 31.6 31.6 30.6 206.1 191.3 184.2 193.5 0.146 0.165 0.172 0.158 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 7.1 6.2 5.5 5.2 28.8 23.4 22.2 23.3 0.245 0.266 0.248 0.223 Faculty Institute of Cancer Sciences 8.2 7.3 6.6 6.5 34.9 37.1 43.5 48.1 0.234 0.197 0.152 0.135 Faculty Institute of Cardiovascular Sciences 4.5 4.5 4.2 4.2 26.7 23.5 20.3 24.2 0.167 0.191 0.207 0.174 Faculty Institute of Human Development 7.6 7.9 8.2 8.6 36.7 42.3 37.4 38.9 0.208 0.187 0.219 0.221 Faculty Institute of Inflammation & Repair 14.0 22.2 20.4 20.0 71.7 70.2 70.2 74.9 0.195 0.316 0.291 0.267 Faculty Institute of Population Health 12.1 12.9 14.5 15.3 51.3 50.4 50.6 53.5 0.235 0.256 0.286 0.286 Manchester Medical School 0.0 0.0 0.0 0.0 21.4 5.8 5.8 7.6 0.000 0.000 0.000 0.000 School of Dentistry 2.2 2.9 2.7 2.4 31.7 20.8 20.7 19.2 0.071 0.139 0.130 0.125 School of Nursing, Midwifery and Social Work 3.4 4.0 4.6 4.1 60.2 49.4 43.3 47.8 0.056 0.081 0.106 0.086 Manchester Pharmacy School 1.6 2.2 2.7 2.6 36.2 30.9 31.2 33.7 0.043 0.071 0.087 0.077 School of Psychological Sciences 2.5 1.9 2.7 3.0 65.5 57.9 57.3 62.3 0.037 0.033 0.047 0.048 School of Biological Sciences 41.7 246.3 0.169 School of Medical Sciences 24.8 176.7 0.140 School of Health Sciences 30.6 203.9 0.150 CRUK Manchester Institute 24.7 8.0 3.088 BMH Total 62.9 72.1 72.1 71.9 121.7 467.9 413.2 404.1 435.9 636.0 0.134 0.174 0.178 0.165 0.191 Grand Total 199.9 214.1 239.0 223.6 236.9 1992.3 1877.2 1928.1 2030.3 2099.6 0.100 0.114 0.124 0.110 0.113

Notes: Staff FTE includes academic teaching and research staff plus research fellows identified by the Faculty. Teaching only staff are not included.

Page 47 of 148 RGC Awards Exc renewals Including renewals Actual % change 2012/13 2013/14 2014/15 2015/16 2016/17 change 2016/17 to £m £m £m £m £m £m 2015/16 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 7.4 2.8 3.1 6.5 5.2 -1.3 -20.2% School of Chemistry 25.4 17.7 33.1 20.5 24.2 3.7 18.1% School of Computer Science 8.7 4.6 10.2 3.8 10.2 6.4 167.8% School of Earth and Environmental Sciences 8.6 7.3 10.5 6.7 8.8 2.1 31.2% School of Electrical and Electronic Engineering 12.4 11.7 8.4 10.3 17.1 6.8 66.5% School of Materials 18.4 13.4 9.3 8.2 28.4 20.2 245.1% School of Mathematics 2.7 3.1 4.7 2.8 2.5 -0.4 -12.5% School of Mechanical, Aerospace and Civil Engineering 6.6 8.8 4.9 4.9 14.1 9.2 185.2% School of Physics and Astronomy 13.8 34.7 15.9 26.2 38.7 12.6 47.9% Dalton Nuclear Institute 0.2 0.5 0.3 0.0 0.0 -100.0% Photon Science Institute 1.4 Faculty Office 28.9 0.0 35.1 0.0 0.0 0.0 -97.3% S&E Total 134.5 104.5 135.6 89.9 149.1 59.2 65.8% Faculty of Humanities Alliance Manchester Business School 3.8 5.0 4.5 7.7 1.4 -6.2 -81.5% School of Arts, Languages and Cultures 4.5 2.6 2.8 5.4 2.8 -2.7 -49.2% School of Environment, Education and Development 4.5 2.0 2.6 5.4 5.5 0.1 2.1% School of Law 0.3 1.6 0.1 0.7 0.7 0.0 2.9% School of Social Sciences 10.3 4.6 3.4 6.5 4.7 -1.8 -27.9% MMAS 2.3 0.2 0.0 SCI 0.0 0.0 Humanities Total 25.6 15.9 13.4 25.7 15.1 -10.6 -41.3% Faculty of Life Sciences School of Life Sciences 32.0 33.1 FLS Total 32.0 33.1 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 6.1 4.8 Faculty Institute of Cancer Sciences 4.4 8.4 Faculty Institute of Cardiovascular Sciences 5.6 3.3 Faculty Institute of Human Development 9.1 8.6 Faculty Institute of Inflammation & Repair 16.7 17.9 Faculty Institute of Population Health 17.6 18.6 Manchester Medical School 0.1 0.0 School of Dentistry 1.4 1.5 School of Nursing, Midwifery and Social Work 4.8 9.6 Manchester Pharmacy School 3.9 2.9 School of Psychological Sciences 1.0 6.1 School of Biological Sciences 55.1 44.3 42.5 -1.8 -4.0% School of Medical Sciences 36.8 34.5 40.8 6.3 18.4% School of Health Sciences 28.2 31.0 30.5 -0.5 -1.6% CRUK Manchester Institute 3.4 7.9 29.7 27.8 29.8 2.0 7.1% Faculty Office 0 10.4 0.4 0.7 0.3 -0.5 -63.7% BMH Total 74.2 100.0 150.2 138.4 143.9 5.6 4.0% Grand Total 266.3 253.5 299.2 254.0 308.1 -45.2 21.3% Capital amount included in Grand Total 5.0 26.5

RGC awards: revenue value (not FEC) of awards granted in year as per RMS Capital FSE 3.6 24.2 All figures include capital Humanities 0.0 0.0 BMH 1.4 2.3 Page 48 of 148 FSE Research Awards & Renewals

FSE UK Research Awards & Renewals Count (Credit Share) FSE UK Research Awards & Renewals Value (Credit Share) 2014-2017 2014-2017 350 £120,000,000

300 £100,000,000 250 £80,000,000

200 2014/15 2014/15

2015/16 £60,000,000 2015/16 150 2016/17 2016/17 £40,000,000 100

50 £20,000,000

0 £0 RCUK UK Charity UK Gov/Hosp UK Other Total RCUK UK Charity UK Gov/Hosp UK Other Total

FSE International Research Awards & Renewals Count FSE International Research Awards & Renewals Value (Credit Share) 2014 -2017 (Credit Share) 2014 -2017 120 £60,000,000 100 £50,000,000 80 £40,000,000 60 2014/15 £30,000,000 2014/15 40 2015/16 2015/16 2016/17 £20,000,000 2016/17 20 £10,000,000 0 EU Gov EU Industry EU Other Intern'l Intern'l Total £0 Industry Other EU Gov EU EU Other Intern'l Intern'l Total Industry Industry Other

Page 49 of 148 FSE Industry Research Awards & Renewals Count FSE Industry Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 160 £45,000,000 140 £40,000,000 120 £35,000,000 £30,000,000 100 £25,000,000 80 2014/15 2014/15 2015/16 £20,000,000 2015/16 60 2016/17 £15,000,000 2016/17 40 £10,000,000 20 £5,000,000 0 £0 EU Industry International UK Industry Total EU Industry International UK Industry Total Industry Industry

FSE Total Research Award Count (Credit Share) 2014-2017 FSE Total Research Awards & Renewals Value (including Other Sources, Internal Funds and Institutional Own Funded) (Credit Share) 2014-2017 Awards & Renewals Count (including Other Sources, Internal Funds and Institutional Own Funded)

Awards & Renewals Value 528 £149,085,764 £135,572,246 506 £89,908,352

465

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Page 50 of 148 Humanities Research Awards & Renewals

Humanities UK Research Awards & Renewals Count Humanities UK Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 180 £20,000,000 160 £18,000,000 £16,000,000 140 £14,000,000 120 £12,000,000 100 2014/15 £10,000,000 2014/15 80 2015/16 £8,000,000 2015/16 2016/17 2016/17 60 £6,000,000 £4,000,000 40 £2,000,000 20 £0 0 RCUK UK Charity UK UK Other Total RCUK UK Charity UK Gov/Hosp UK Other Total Gov/Hosp

Humanities International Research Awards & Renewals Humanities International Research Awards & Renewals Count (Credit Share) 2014-17 Value (Credit Share) 2014-2017 35 £4,000,000 30 £3,500,000 25 £3,000,000 20 £2,500,000 15 2014/15 £2,000,000 2014/15 2015/16 2015/16 10 £1,500,000 2016/17 2016/17 5 £1,000,000 0 £500,000 EU Gov EU Industry EU Other Intern'l Intern'l Total £0 Industry Other EU Gov EU EU Other Intern'l Intern'l Total Industry Industry Other

Page 51 of 148 Humanities Industry Research Awards & Renewals Count Humanities Industry Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 10 £6,000,000 9 8 £5,000,000 7 £4,000,000 6 5 2014/15 £3,000,000 2013/14 4 2015/16 2015/16 2016/17 £2,000,000 2016/17 3 2 £1,000,000 1 0 £0 EU Industry International UK Industry Total EU Industry International UK Industry Total Industry Industry

Humanities Total Research Awards & Renewals Count Humanities Total Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 (including Other Sources, Internal Funds and Institutional Own Funded) (including Other Sources, Internal Funds and Institutional Own Funded)

Awards & Renewals Count Awards & Renewals Value 203 £25,685,312 200

£15,083,270 £13,405,627 192

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Page 52 of 148 BMH Research Awards & Renewals

BMH UK Research Awards & Renewals Count BMH UK Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 900 £140,000,000 800 £120,000,000 700 £100,000,000 600 £80,000,000 500 2014/15 2014/15 400 2015/16 £60,000,000 2015/16 2016/17 2016/17 300 £40,000,000 200 £20,000,000 100 £0 0 RCUK UK Charity UK UK Other Total RCUK UK Charity UK Gov/Hosp. UK Other Total Gov/Hosp.

BMH International Research Awards & Renewals BMH International Research Awards & Renewals Value Count (Credit Share) 2014-2017 (Credit Share) 2014-2017 160 £16,000,000 140 £14,000,000 120 £12,000,000 100 £10,000,000 80 2014/15 £8,000,000 2014/15 60 2015/16 2015/16 £6,000,000 40 2016/17 2016/17 20 £4,000,000 0 £2,000,000 EU Gov EU Industry EU Other Intern'l Intern'l Total £0 Industry Other EU Gov EU EU Other Intern'l Intern'l Total Industry Industry Other

Page 53 of 148 BMH Industry Research Awards & Renewals BMH Industry Research Awards & Renewals Value (Credit Count (Credit Share) 2014-2017 Share) 2014-2017 200 £30,000,000 180 £25,000,000 160 140 £20,000,000 120 100 2014/15 £15,000,000 2014/15 80 2015/16 2015/16 £10,000,000 2016/17 60 2016/17 40 £5,000,000 20 0 £0 EU Industry International UK Industry Total EU Industry International UK Industry Total Industry Industry

BMH Total Research Awards & Renewals Count BMH Total Research Awards & Renewals Value (Credit Share) 2014-2017 (Credit Share) 2014-2017 (including Other Sources, Internal Funds and Institutional Own Funded) (including Other Sources, Internal Funds and Institutional Own Funded)

Award & Renewals Count Awards & Renewals Value

1041 1031 £150,172,379

£143,917,910

957 £138,357,011

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Page 54 of 148 RGC Applications Actual % change 2012/13 2013/14 2014/15 2015/16 2016/17 change 2016/17 to £m £m £m £m £m £m 2015/16 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 9.5 16.1 29.4 22.7 34.0 11.3 49.7% School of Chemistry 69.8 52.4 102.5 84.2 86.2 2.0 2.4% School of Computer Science 35.3 21.0 34.1 22.9 43.9 20.9 91.3% School of Earth and Environmental Sciences 14.7 28.2 40.7 39.0 36.1 -2.9 -7.5% School of Electrical and Electronic Engineering 24.3 23.0 24.0 31.2 34.8 3.6 11.5% School of Materials 31.4 20.0 47.5 42.5 49.6 7.1 16.8% School of Mathematics 7.3 7.8 18.1 13.9 9.1 -4.9 -35.0% School of Mechanical, Aerospace and Civil Engineering 26.6 22.9 36.0 35.0 38.9 4.0 11.3% School of Physics and Astronomy 51.8 64.6 51.9 64.3 92.0 27.7 43.2% Dalton Nuclear Institute 0.1 0.0 0.7 0.5 0.0 -0.4 -90.8% Photon Science Institute 1.4 0.6 0.6 0.2 -0.2 -100.0% Manchester Institute of Biotechnology 0.2 Faculty Office inc BPICAM 28.9 0.1 35.1 0.1 0.7 0.6 1200.5% S&E Total 301.1 256.7 420.7 356.3 425.3 68.9 19.3% Faculty of Humanities Alliance Manchester Business School 29.3 9.5 14.6 13.3 11.4 -1.9 -14.3% School of Arts, Languages and Cultures 18.6 13.1 24.1 9.5 29.9 20.4 213.7% School of Environment, Education and Development 28.6 11.3 22.7 19.3 23.8 4.5 23.2% School of Law 5.0 5.4 4.4 2.8 2.7 0.0 -1.8% School of Social Sciences 19.9 12.1 14.3 16.9 16.0 -0.9 -5.4% MIMAS 0.2 0.2 SCI 0.2 Humanities Total 101.6 51.6 80.3 61.8 83.8 22.0 35.6% Faculty of Life Sciences School of Life Sciences 127.1 134.3 FLS Total 127.1 134.3 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 13.2 15.0 Faculty Institute of Cancer Sciences 11.3 28.2 Faculty Institute of Cardiovascular Sciences 12.3 8.5 Faculty Institute of Human Development 35.5 28.0 Faculty Institute of Inflammation & Repair 29.0 37.6 Faculty Institute of Population Health 57.4 41.9 Manchester Medical School 0.4 0.8 School of Dentistry 5.6 9.8 School of Nursing, Midwifery and Social Work 15.0 12.4 Manchester Pharmacy School 7.7 6.9 School of Psychological Sciences 22.3 23.2 School of Biological Sciences 141.1 134.3 173.6 39.3 29.3% School of Medical Sciences 133.9 101.7 82.1 -19.6 -19.2% School of Health Sciences 87.8 98.1 94.0 -4.2 -4.2% CRUK Manchester Institute 2.2 22.1 35.4 10.9 17.1 6.2 57.2% Faculty Office 0.5 1.0 0.7 1.1 0.2 -0.9 -82.2% BMH Total 212.4 235.4 398.8 346.0 367.0 21.0 6.1% Grand Total 742.2 678.0 899.8 764.2 876.1 111.9 14.6% RGC Applications: value (not FEC) of total applications in year as per RMS Page 55 of 148 Citations (source: e-scholar) Elsevier Scopus / Strata SciVal Elsevier Scopus/Strata Number of Number of Number of items (articles, items (articles, items (articles, % of papers % of papers % of papers % of papers Direction conference conference conference Direction in top 10% in top 10% in top 10% in top 10% SciVal SciVal SciVal of travel papers and Percentage of papers and Percentage of papers and Percentage of of travel cited papers cited papers cited papers cited papers Uncited % Uncited % Uncited % ↑↓↔ reviews) items in top reviews) items in top reviews) items in top ↑↓↔ in field in field in field in field published published published published 10% published 10% published 10% published published published published 2010-14 2011-15 2012-16 2010-14 2010-14 2011-15 2011-15 2012-16 2012-16 2011-15 2012-16 2013-17 2014-18 2016/17 2017/18 2018/19 2019/20 2014/15 2015/16 2016/17 2014/15 2014/15 2015/16 2015/16 2016/17 2016/17 Target Target Target Target Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 23 17 16 ↓ 874 22.08 971 19.46 989 17.80 ↓ 22.0 23.0 24.0 25.0 School of Chemistry 10 8 9 ↑ 1441 22.97 1571 24.12 1916 22.10 ↓ 27.5 28.0 29.0 30.0 School of Computer Science 41 41 27 ↓ 1041 17.10 1232 17.29 1279 18.50 ↑ 21.0 21.0 21.0 21.0 School of Earth and Environmental Sciences 13 11 13 ↑ 779 18.49 854 20.61 1121 19.80 ↓ 27.0 24.0 26.0 28.0 School of Electrical and Electronic Engineering 53 51 34 ↓ 1772 12.64 1689 13.74 1808 18.00 ↑ 18.0 22.0 26.0 30.0 School of Materials 27 23 19 ↓ 1685 18.69 1858 19.81 1819 20.60 ↑ 20.0 24.0 28.0 30.0 School of Mathematics 37 33 30 ↓ 1002 13.47 907 10.58 1053 12.90 ↑ 16.0 17.0 17.0 18.0 School of Mechanical, Aerospace and Civil Engineering 38 34 27 ↓ 1217 17.09 1254 17.22 1299 16.10 ↓ 20.5 22.0 23.5 25.0 School of Physics and Astronomy 19 19 18 ↓ 3211 27.94 3377 24.10 3644 25.20 ↑ 30.0 30.0 31.0 32.0 S&E Total 28 26 21 ↓ 13022 20.16 13713 19.57 14928 20.30 ↑ 22.4 23.4 25.1 26.6 Faculty of Humanities Alliance Manchester Business School 27 25 20 ↓ 1181 20.66 1289 22.03 1488 23.60 ↑ 28.0 25.0 26.0 27.0 School of Arts, Languages and Cultures 52 47 47 ↔ 424 18.63 456 16.23 524 16.80 ↑ 23.0 24.0 24.0 25.0 School of Environment, Education and Development 22 22 21 ↓ 852 23.24 782 24.17 792 24.50 ↑ 24.0 26.0 26.5 27.0 School of Law 38 30 30 ↔ 176 6.25 197 8.63 176 15.30 ↑ 10.0 12.0 14.0 15.0 School of Social Sciences 25 24 21 ↓ 908 23.68 977 23.44 1030 22.30 ↓ 27.0 28.0 29.0 30.0 Humanities Total 29 27 24 ↓ 3541 21.10 3701 21.43 4010 22.20 ↑ 25.5 26.0 26.5 27.0 Faculty of Life Sciences School of Life Sciences 10 9 ↑ FLS Total 10 9 ↑ Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 10 10 ↑ Faculty Institute of Cancer Sciences 10 8 ↑ Faculty Institute of Cardiovascular Sciences 11 14 ↑ Faculty Institute of Human Development 11 9 ↑ Faculty Institute of Inflammation & Repair 10 10 ↓ Faculty Institute of Population Health 16 14 ↓ Manchester Medical School 0 21 ↑ School of Dentistry 17 18 ↑ School of Nursing, Midwifery and Social Work 20 24 ↓ Manchester Pharmacy School 15 10 ↑ School of Psychological Sciences 15 14 ↑ School of Biological Sciences 8 N/A 4832 24.80 4919 25.60 4915 25.20 ↓ 25.9 26.1 26.4 26.6 School of Medical Sciences 11 N/A 3241 23.20 3264 23.40 3241 23.30 ↓ 23.9 24.6 25.3 26.0 School of Health Sciences 14 N/A 4115 22.20 4268 22.00 4352 21.70 ↓ 22.5 23.6 24.8 26.0 BMH Total 23 12 11 ↓ 12188 23.50 12451 23.80 12508 23.50 ↓ 24.1 24.8 25.5 26.2 Grand Total 21 20 17 ↓ 28751 21.69 29865 21.56 31446 21.80 ↑ see note* upward movement downward movement Note: The percentile data have been retrieved directly from SciVal, Elsevier's advanced bibliometrics analysis package. * Target changed in refresh of Manchester 2020 to top 10% of cited papers in their field to be in line with that for the UK’s top five institutions

Page 56 of 148 Research Review Exercise RRE RRE Proportion of RRE eligible individuals with research At least one judged as world leading or internationally excellent (at 3* (or has No graded Has at least At least one 3* At least two 3* At least three Four 3* Has two or least one 3* (or has 4*)) 4*) outputs one 2* (or has 4*) (or has 4*) 3* (or has 4*) (or has 4*) Has one 4* more 4*

Target Target Target Target 2014-16 2014-17 2014-17 2014-17 2014-17 2014-17 2014-17 2014-17 2014-17 2016/17 2017/18 2018/19 2019/20 % % RRE eligible individuals % % % % Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 93 2 98 96 91 85 74 66 30 86 87 89 90 School of Chemistry 81 0 100 97 83 73 66 48 34 96 97 97 98 School of Computer Science 74 13 87 84 70 64 57 49 28 82 83 84 85 School of Earth and Environmental Sciences 80 1 99 96 85 69 61 35 10 88 86 88 90 School of Electrical and Electronic Engineering 84 4 96 92 82 76 61 36 11 91 91 92 92 School of Materials 61 14 85 78 69 64 51 33 15 84 86 88 90 School of Mathematics 67 22 78 77 62 51 36 34 14 90 90 90 90 School of Mechanical, Aerospace and Civil Engineering 57 9 89 82 61 45 34 22 9 72 77 82 85 School of Physics and Astronomy 73 4 96 83 74 56 43 29 14 90 90 91 92 S&E Total 72 8 92 86 74 63 52 37 17 87 87 89 90 Faculty of Humanities Alliance Manchester Business School 66 16 83 75 60 51 44 37 17 70 72 73 75 School of Arts, Languages and Cultures 50 17 82 75 53 35 29 27 5 71 72 74 75 School of Environment, Education and Development 61 24 76 65 52 44 37 33 10 65 70 75 80 School of Law 51 20 79 70 35 25 20 17 6 55 70 75 80 School of Social Sciences 58 21 79 69 50 38 25 19 5 70 75 78 80 Humanities Total 59 19 80 72 53 40 33 28 9 70 75 75 85 Faculty of Life Sciences School of Life Sciences 54 FLS Total 54 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 87 Faculty Institute of Cancer Sciences 63 Faculty Institute of Cardiovascular Sciences 56 Faculty Institute of Human Development 80 Faculty Institute of Inflammation & Repair 63 Faculty Institute of Population Health 65 Manchester Medical School 67 School of Dentistry 83 School of Nursing, Midwifery and Social Work 70 Manchester Pharmacy School 82 School of Psychological Sciences 82 School of Biological Sciences 7 92 79 62 52 43 37 15 66 67 69 71 School of Medical Sciences 7 92 80 65 47 35 22 6 69 70 72 74 School of Health Sciences 10 90 78 59 47 39 34 14 54 55 57 60 CRUK Manchester Institute** 93 29 71 71 65 65 59 59 35 90 91 93 95 BMH Total 72 8 91 79 62 49 40 31 12 61 64 65 67 Grand Total 67 12 87 78 62 50 41 32 12 Manchester 2020 target 90 90 90

The University aims “to improve the quality of research outputs by 2020, ensuring that 90% of staff are judged as producing world-leading or internationally excellent research by peer review, through the Research Excellence Framework or our own exercises ”. The Statement of Research Expectations states that all staff should produce a minimum of four 3* outputs in a given REF period and should aspire for at least two of those outputs to be at 4* level as judged by peer review. *The broad rules for REF2021 will be known in autumn 2017, therefore APR 2017/18 onwards will contain measures of preparedness against those rules. **CRUKMI did not make a return to this year's RRE, due to the fire. As staff numbers have increased since last year, their % figures have dropped. Page 57 of 148 Income distribution by credit split 1 August 2013 - 31 July 2016

No credit share Total RRE eligible recorded* Staff with FSR income Below £25K** £25K to £300K £300K to £1M Greater than £1M Faculty of Science & Engineering headcount Number % Number % Number % Number % Number % Number % School of Chemical Engineering and Analytical Science 47 10 21% 37 79% 8 17% 12 26% 14 30% 3 6% School of Chemistry 77 10 13% 67 87% 5 6% 24 31% 20 26% 18 23% School of Computer Science 62 15 24% 47 76% 8 13% 22 35% 14 23% 3 5% School of Earth and Environmental Sciences 71 9 13% 62 87% 8 11% 23 32% 24 34% 7 10% School of Electrical and Electronic Engineering 72 10 14% 62 86% 5 7% 31 43% 18 25% 8 11% School of Materials 88 36 41% 52 59% 6 7% 16 18% 21 24% 9 10% School of Mathematics 75 38 51% 37 49% 11 15% 20 27% 5 7% 1 1% School of Mechanical, Aerospace and Civil Engineering 93 34 37% 59 63% 16 17% 21 23% 19 20% 3 3% School of Physics & Astronomy 96 15 16% 81 84% 3 3% 42 44% 27 28% 9 9% Total (Number and %) 681 177 26% 504 74% 70 10% 211 31% 162 24% 61 9% 2012-2015 653 195 30% 458 70% 55 12% 206 45% 139 30% 58 13% 2011-2014 618 162 26% 456 74% 60 13% 199 44% 151 33% 46 10%

No credit share Total RRE eligible recorded* Staff with FSR income Below £10K** £10K to £100K £100K to £300K Greater than £300K Faculty of Humanities headcount Number % Number % Number % Number % Number % Number % Alliance Manchester Business School 233 147 63% 86 37% 31 13% 33 14% 15 6% 7 3% School of Arts, Languages and Cultures 236 149 63% 87 37% 26 11% 40 17% 19 8% 2 1% School of Environment, Education and Development 124 43 35% 81 65% 25 20% 34 27% 16 13% 6 5% School of Law 71 45 63% 26 37% 9 13% 13 18% 3 4% 1 1% School of Social Sciences 187 101 54% 86 46% 18 10% 32 17% 21 11% 15 8% Total (Number and %) 851 485 57% 366 43% 109 13% 152 18% 74 9% 31 4% 2012-2015 837 459 55% 378 45% 115 30% 161 43% 71 19% 31 8% 2011-2014 830 459 55% 371 45% 100 27% 184 50% 61 16% 26 7%

No credit share Total RRE eligible recorded* Staff with FSR income Below £25K** £25K to £300K £300K to £1M Greater than £1M Faculty of Life Sciences headcount Number % Number % Number % Number % Number % Number % 2012-2015 187 26 14% 161 86% 12 7% 62 39% 69 43% 18 11% 2011-2014 192 25 13% 167 87% 21 13% 60 36% 67 40% 19 11%

No credit share Total RRE eligible recorded* Staff with FSR income Below £25K** £25K to £300K £300K to £1M Greater than £1M Faculty of Biology, Medicine & Health headcount Number % Number % Number % Number % Number % Number % School of Biological Sciences 250 43 17% 207 83% 23 9% 72 29% 83 33% 29 12% School of Health Sciences 223 52 23% 171 77% 28 13% 75 34% 50 22% 18 8% School of Medical Sciences 169 22 13% 147 87% 11 7% 69 41% 50 30% 17 10% CRUK Manchester Institute 15 6 40% 9 60% 1 7% 2 13% 3 20% 3 20% Total (Number and %) 657 123 19% 534 81% 63 10% 218 33% 186 28% 67 10% 2012-2015 496 107 22% 389 78% 56 14% 158 41% 133 34% 42 11% 2011-2014 489 98 20% 391 80% 55 14% 173 44% 125 32% 38 10% Grand Total 2189 785 36% 1404 64% 242 11% 581 27% 422 19% 159 7% 2012-2015 2173 787 36% 1386 64% 239 17% 587 42% 412 30% 149 11% 2011-2014 2129 744 35% 1385 65% 236 17% 616 45% 404 29% 129 9% *Headcount of staff with no credit share recorded in the FSR Aug 2013 - July 2016 **Includes staff with negative income (e.g. due to reversals or overspends) Page 58 of 148 Income Distribution by Credit Split

FSE Income Distribution by Credit Split Humanities Income Distribution by Credit Split 1 August 2013 - 31 July 2016 1 August 2013 - 31 July 2016 100% 90% 100% 80% 70% >£1M 90% 60% £300K - £1M 50% 80% £25K - £300K 40% 70% 30% <£25K 20% No credit share 60% 10% 50% 0% 40%

30%

20%

BMH Income Distribution by Credit Split 10% 1 August 2013 - 31 July 2016 0% 100% 90% 80% > £300K 70% £100K- £300K 60% >£1M £10K - £100K < £10K 50% £300K - £1M £25K - £300K No credit share 40% <£25K 30% No credit share 20% 10% 0%

Page 59 of 148 Completion Profile Full-Time Students

2010 cohort 31 July 2016 2011 cohort 31 July 2017 Within 5 Years Over 5 Years Not Completed Cohort Within 5 Years Over 5 Years Not Completed Cohort Number % of Cohort Number % of Cohort Number % of Cohort Number % of Cohort Number % of Cohort Number % of Cohort Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 35 76.1% 5 10.9% 6 13.0% 46 24 68.6% 3 8.6% 8 22.9% 35 School of Chemistry 51 83.6% 4 6.6% 6 9.8% 61 82 86.3% 5 5.3% 8 8.4% 95 School of Computer Science 26 66.7% 6 15.4% 7 17.9% 39 27 60.0% 3 6.7% 15 33.3% 45 School of Earth and Environmental Sciences 37 92.5% 0 0.0% 3 7.5% 40 23 88.5% 0 0.0% 3 11.5% 26 School of Electrical and Electronic Engineering 52 77.6% 5 7.5% 10 14.9% 67 47 79.7% 3 5.1% 9 15.3% 59 School of Materials 40 80.0% 4 8.0% 6 12.0% 50 64 79.0% 6 7.4% 11 13.6% 81 School of Mathematics 28 84.8% 1 3.0% 4 12.1% 33 28 93.3% 0 0.0% 2 6.7% 30 School of Mechanical, Aerospace and Civil Engineering 39 54.2% 16 22.2% 17 23.6% 72 44 71.0% 2 3.2% 16 25.8% 62 School of Physics and Astronomy 40 87.0% 1 2.2% 5 10.9% 46 40 92.9% 0 0.0% 3 7.1% 43 FSE Total 348 76.7% 42 9.3% 64 14.1% 454 379 79.6% 22 4.6% 75 15.8% 476

Faculty of Humanities Alliance Manchester Business School 36 72.0% 9 18.0% 5 10.0% 50 43 72.9% 6 10.2% 10 16.9% 59 School of Arts, Languages and Cultures 51 65.4% 10 12.8% 17 21.8% 78 57 67.9% 10 11.9% 17 20.2% 84 School of Environment, Education and Development 47 72.3% 11 16.9% 7 10.8% 65 48 68.6% 5 7.1% 17 24.3% 70 School of Law 15 65.2% 6 26.1% 2 8.7% 23 9 56.3% 2 12.5% 5 31.3% 16 School of Social Sciences 53 88.3% 1 1.7% 6 10.0% 60 35 70.0% 5 10.0% 10 20.0% 50 HUM Total 202 73.2% 37 13.4% 37 13.4% 276 192 68.8% 28 10.0% 59 21.1% 279

Faculty of Biology, Medicine & Health School of Biological Sciences 90 90.9% 5 5.1% 4 4.0% 99 101 93.5% 2 1.9% 5 4.6% 108 School of Medical Sciences 57 82.6% 6 8.7% 6 8.7% 69 66 84.6% 2 2.6% 10 12.8% 78 School of Health Sciences 63 80.8% 8 10.3% 7 9.0% 78 64 85.3% 3 4.0% 8 10.7% 75 CRUK Manchester Institute 7 100.0% 0 0.0% 0 0.0% 7 10 100.0% 0 0.0% 0 0.0% 10 BMH Total 217 85.8% 19 7.5% 17 6.7% 253 241 88.9% 7 2.6% 23 8.5% 271 Grand Total 767 78.0% 98 10.0% 118 12.0% 983 812 79.1% 57 5.6% 157 15.3% 1026 Manchester 2020 target

NOTES: >5% upward movement >5% downward movement Data 2007, 2008, 2009 are not included here because students were on prog/plans in the old faculty structure but the data are available for these cohorts in previous APR data sets Data for 2010 cohort onwards - data for 2010 were included in last year's APR, but the data were produced in the old faculty structure (data run on 01/08/16). All data for 2010 cohorts onwards have been re-run in the PGR Cube on 01/08/17 and data are now in the new faculty structure for these cohorts onwards Data for 2010 and 2011 - represent full completions data sets where the full 5 years has now lapsed for all students in those cohorts Data for 2012 - this is not a full completion data set as there are still students in this cohort where 5 years has not yet elapsed (ie: some students will have until 31/07/18 to complete within 5 years)

Page 60 of 148 Completion Profile Full-Time Students Target Target Target Target 2012 cohort 31 July 2018 (incomplete) 2016/17 2017/18 2018/19 2019/20 Within 5 Years Not Completed Cohort Within 5 yrs Within 5 yrs Within 5 yrs Within 5 yrs Number % of Cohort Number % of Cohort % of Cohort % of Cohort % of Cohort % of Cohort Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 26 66.7% 13 33.3% 39 82 84 87 90 School of Chemistry 48 78.3% 13 21.7% 61 88 90 90 90 School of Computer Science 23 47.9% 25 52.1% 48 77 79 84 90 School of Earth and Environmental Sciences 25 80.6% 6 19.4% 31 84 86 88 90 School of Electrical and Electronic Engineering 41 67.2% 20 32.8% 61 78 80 85 90 School of Materials 49 62.8% 29 37.2% 78 81 83 86 90 School of Mathematics 33 91.7% 3 8.3% 36 90 90 90 90 School of Mechanical, Aerospace and Civil Engineering 28 53.8% 24 46.2% 52 56 70 83 90 School of Physics and Astronomy 30 83.3% 6 16.7% 36 94 90 90 90 FSE Total 303 68.6% 139 31.4% 442 81 84 87 90

Faculty of Humanities Alliance Manchester Business School 34 69.4% 15 30.6% 49 78 78 84 90 School of Arts, Languages and Cultures 54 66.7% 27 33.3% 81 73 90 90 90 School of Environment, Education and Development 59 72.8% 22 27.2% 81 80 80 83 85 School of Law 9 45.0% 11 55.0% 20 85 85 87 90 School of Social Sciences 38 73.1% 14 26.9% 52 90 90 90 90 HUM Total 194 68.6% 89 31.4% 283 79 82 86 90

Faculty of Biology, Medicine & Health School of Biological Sciences 84 82.4% 18 17.6% 102 92 92 93 93 School of Medical Sciences 41 78.8% 11 21.2% 52 82 83 85 88 School of Health Sciences 70 77.8% 20 22.2% 90 84 85 86 87 CRUK Manchester Institute 6 100.0% 0 0.0% 6 90 90 90 90 BMH Total 201 80.4% 49 19.6% 250 87 87 88 90 Grand Total 698 71.6% 277 28.4% 975 Manchester 2020 target 90 cohort 2011 2012 2013 2014 NOTES: >5% upward movement >5% downward movement Data 2007, 2008, 2009 are not included here because students were on prog/plans in the Data for 2010 cohort onwards - data for 2010 were included in last year's APR, but the da Data for 2010 and 2011 - represent full completions data sets where the full 5 years has n Data for 2012 - this is not a full completion data set as there are still students in this coho

Page 61 of 148 PRES 2017 Results by Faculty vs. Russell Group Quartile Benchmark Differences between Faculty & UoM mean scores Key: Quartile 1 (highest) Quartile 2 Quartile 3 Quartile 4 (lowest) FBMH- FBMH % FoH % FSE % FoH- Diff FSE- Diff UoM % agree Diff UoM agree agree agree UoM Mean UoM Mean Mean

2013 2015 2017 2017 2017 2017 2017 2017 2017 FBMH- Diff FoH- Diff FSE- Diff Question Scale UoM Mean UoM Mean UoM Mean Section 1: Supervision Supervision -0.6% 1.5% -0.7%

Q2a. My supervisor/s have the skills and subject knowledge to adequately support my research 92 93 92.5% 92.9% 93.1% 91.7% 0.5% 0.6% -0.8% Resources 4.5% -9.3% 3.7% Q2b. I have regular contact with my supervisor/s, appropriate for my needs 89 90 89.6% 89.7% 90.9% 88.5% 0.1% 1.3% -1.0% Research Culture 2.1% -1.0% -0.6% Q2c. My supervisor/s provide feedback that helps me direct my research activities 88 89 88.6% 87.6% 91.5% 87.0% -0.9% 3.0% -1.6% Progress and Assessment 2.3% -0.8% -0.9% Q2d. My supervisor/s help me to identify my training and development needs as a researcher 74 76 75.8% 73.7% 76.8% 76.4% -2.1% 1.0% 0.6% Responsibilities 1.0% -0.2% -0.5% Mean Supervision Score 86 87 86.6% 86.0% 88.1% 85.9% -0.6% 1.5% -0.7% Research Skills 0.0% -1.7% 1.3% Section 2: Resources Professional Development 1.9% -1.1% -0.4% Q4a. I have a suitable working space 77 79 78.6% 83.3% 64.3% 85.6% 4.7% -14.3% 7.0% Teaching -9.1% 2.6% 3.1% Q4b. There is adequate provision of computing resources and facilities 77 83 80.5% 87.2% 67.5% 85.4% 6.7% -13.0% 4.9% Overall Experience 0.1% -0.1% 0.0% Q4c. There is adequate provision of library facilities 90 90 90.2% 92.3% 86.5% 91.5% 2.2% -3.6% 1.3% Personal Outlook 1.0% -0.2% -0.5% Q4d. I have access to the specialist resources necessary for my research 82 84 84.2% 88.7% 78.0% 85.7% 4.5% -6.2% 1.5% Mean Resources Score 82 84 83.4% 87.9% 74.1% 87.0% 4.5% -9.3% 3.7% Section 3: Research Culture Q6a. My department provides a good seminar programme 73 76 75.8% 76.7% 76.9% 74.4% 0.9% 1.1% -1.4%

Q6b. I have frequent opportunities to discuss my research with other research students 66 69 70.2% 73.2% 67.0% 70.7% 2.9% -3.2% 0.4% Q6c. The research ambience in my department or faculty stimulates my work 65 66 65.0% 68.1% 62.9% 64.5% 3.2% -2.1% -0.5% Q6d. I have opportunities to become involved in the wider research community, beyond my department 57 63 63.7% 65.2% 64.0% 62.6% 1.5% 0.3% -1.1% Mean Research Culture Score 65 69 68.7% 70.8% 67.7% 68.0% 2.1% -1.0% -0.6% Section 4: Progress and Assessment Q8a. I received an appropriate induction to my research degree programme 78 79 78.3% 83.2% 76.1% 76.9% 4.8% -2.2% -1.5%

Q8b. I understand the requirements and deadlines for formal monitoring of my progress 89 88 90.8% 93.0% 91.0% 89.3% 2.2% 0.2% -1.5% Q8c. I understand the required standard for my thesis 83 83 82.2% 83.1% 82.5% 81.5% 0.9% 0.3% -0.7% Q8d. The final assessment procedures for my degree are clear to me 78 78 80.6% 81.8% 79.1% 80.9% 1.2% -1.4% 0.3% Mean Progress and Assessment Score 82 82 83.0% 85.2% 82.2% 82.1% 2.3% -0.8% -0.9% Section 5: Responsibilities

Q10a. My institution values and responds to feedback from research degree students 60 64 64.2% 62.2% 61.8% 67.3% -2.0% -2.4% 3.1% Q10b. I understand my responsibilities as a research degree student 91 91 89.8% 90.4% 89.2% 89.9% 0.5% -0.6% 0.1%

Q10c. I am aware of my supervisors' responsibilities towards me as a research degree student 88 89 88.3% 88.4% 89.5% 87.4% 0.1% 1.2% -0.9% Q10d. Other than my supervisor/s, I know who to approach if I am concerned about any aspect of my degree programme 81 83 82.1% 87.6% 83.0% 77.9% 5.5% 0.9% -4.2% Mean Responsibilities Score 80 82 81.1% 82.1% 80.9% 80.6% 1.0% -0.2% -0.5%

Page 62 of 148 FBMH- FBMH % FoH % FSE % FoH- Diff FSE- Diff UoM % agree Diff UoM agree agree agree UoM Mean UoM Mean Mean

2013 2015 2017 2017 2017 2017 2017 2017 2017 FBMH- Diff FoH- Diff FSE- Diff Question Scale UoM Mean UoM Mean UoM Mean Section 6: Research Skills Q12a. My skills in applying appropriate research methodologies, tools and techniques have developed during my programme 91 91 92.5% 92.7% 89.9% 94.2% 0.2% -2.5% 1.7% Supervision -0.6% 1.5% -0.7% Q12b. My skills in critically analysing and evaluating findings and results have developed during my programme 90 90 91.2% 89.8% 90.4% 92.6% -1.3% -0.8% 1.4% Resources 4.5% -9.3% 3.7%

Q12c. My confidence to be creative or innovative has developed during my programme 80 80 81.0% 80.6% 79.1% 82.5% -0.4% -1.8% 1.6% Research Culture 2.1% -1.0% -0.6% Q12d. My understanding of 'research integrity' has developed during my programme 85 87 87.2% 88.6% 85.5% 87.6% 1.4% -1.7% 0.4% Progress and Assessment 2.3% -0.8% -0.9% Mean Research Skills Score 87 87 87.9% 87.9% 86.2% 89.2% 0.0% -1.7% 1.3% Responsibilities 1.0% -0.2% -0.5% Section 7: Professional Development Research Skills 0.0% -1.7% 1.3% Q14a. My ability to manage projects has developed during my programme 81 82 83.7% 86.9% 78.0% 85.6% 3.3% -5.6% 2.0% Professional Development 1.9% -1.1% -0.4% Q14b. My ability to communicate information effectively to diverse audiences has developed during my programme 79 81 81.8% 83.9% 79.6% 82.0% 2.1% -2.2% 0.2% Teaching -9.1% 2.6% 3.1% Q14c. I have developed contacts or professional networks during my programme 68 70 71.0% 71.5% 73.1% 69.1% 0.5% 2.2% -1.9% Overall Experience 0.1% -0.1% 0.0% Q14d. I have increasingly managed my own professional development during my programme 81 81 80.6% 82.4% 81.8% 78.5% 1.8% 1.2% -2.0% Personal Outlook 1.0% -0.2% -0.5% Mean Professional Development Score 77 79 79.2% 81.2% 78.1% 78.8% 1.9% -1.1% -0.4% Section 8: Opportuntiies Q16_1. Agreeing a personal training or development plan 50 50 48.8% 50.0% 45.4% 50.5% 1.2% -3.4% 1.7% Q16_2. Receiving training to develop my research skills 81 80 80.7% 85.1% 80.8% 77.8% 4.4% 0.1% -2.9% Q16_3. Receiving training to develop my transferable skills 48 46 46.7% 53.3% 38.7% 48.3% 6.6% -8.0% 1.6% Q16_4. Receiving advice on career options 31 33 38.3% 41.3% 36.5% 37.7% 3.0% -1.7% -0.6% Q16_5. Taking part in a placement or internship 10 13 14.5% 19.9% 11.3% 13.2% 5.5% -3.1% -1.2% Q16_6. Attending an academic research conference 71 72 74.8% 75.8% 79.2% 71.1% 1.0% 4.4% -3.8% Q16_7. Presenting a paper or poster at an academic research conference 56 59 65.5% 63.2% 69.5% 64.1% -2.3% 4.0% -1.4% Q16_8. Submitting a paper for publication in an academic journal or book 32 33 35.4% 33.4% 33.4% 38.2% -2.1% -2.0% 2.8% Q16_9. Communicating your research to a non-academic audience 32 36 38.9% 43.1% 36.8% 37.7% 4.2% -2.1% -1.1%

Section 9: Teaching Q17. Please indicate whether you have taught at your institution during your research degree programme 52 54 58.6% 42.6% 60.7% 67.1% -15.9% 2.1% 8.5% Q17a. To what extent do you agree that you have been given appropriate support and guidance for your teaching? 62 64 63.1% 65.2% 59.1% 64.9% 2.1% -4.0% 1.8% Q17b. Did you receive formal training for your teaching? 74 74 77.8% 64.2% 87.7% 76.7% -13.6% 9.9% -1.1% Mean Teaching 63 64 66.5% 57.3% 69.1% 69.6% -9.1% 2.6% 3.1% Section 10: Overall Experience

Q18a. Overall, I am satisfied with the experience of my research degree programme 83 85 83.6% 82.2% 85.6% 83.0% -1.4% 2.0% -0.6% Q18b. I am confident that I will complete my research degree programme within my institution's expected timescale 82 81 83.3% 84.8% 81.0% 84.0% 1.5% -2.3% 0.7% Mean Overall Experience 82 83 83.4% 83.5% 83.3% 83.5% 0.1% -0.1% 0.0% Section 11: Personal Outlook Qu. 21a. I am satisfied with my life nowadays 73.0% 73.8% 73.8% 71.9% 0.8% 0.8% -1.1% Qu. 21b. I am satisfied with my work-life balanace 60.9% 60.7% 57.1% 63.8% -0.3% -3.8% 2.9% Qu. 21c. There is someone I can talk to about my day-to-day problems 69.4% 71.0% 69.0% 68.8% 1.5% -0.4% -0.7% Qu. 21a. I feel my rsearch degree programme is worthwhile 82.7% 84.7% 85.4% 79.6% 2.0% 2.7% -3.2% Mean Personal Outlook 71.5% 72.6% 71.3% 71.0% 1.0% -0.2% -0.5%

Page 63 of 148 % Difference in Faculty and UoM mean Scale Scores 6%

4%

2%

0%

FBMH- Diff UoM Mean -2% FoH- Diff UoM Mean FSE- Diff UoM Mean

-4%

-6%

-8%

-10%

Page 64 of 148 PRES by School: Q18a and 18b

Q18b. I am confident that I will Q18a. Overall, I am satisfied with the complete my research degree experience of my research degree programme within my institution's programme expected timescale

2013 2015 2017 2013 2015 2017 Faculty of Science and Engineering School of Chemical Engineering and Analytical Science 69.2 81.0 81.9 73.8 72.4 74.6 School of Chemistry 84.6 75.5 84.7 87.2 80.9 90.6 School of Computer Science 82.0 84.5 83.3 76.4 84.5 85.7 School of Earth and Environmental Sciences 78.4 86.4 80.8 69.4 72.7 82.9 School of Electrical and Electronic Engineering 87.0 80.5 81.5 91.2 83.2 83.4 School of Materials 46.6 82.2 78.9 79.0 72.4 75.0 School of Mathematics 90.4 93.2 90.1 84.9 87.8 90.1 School of Mechanical, Aerospace and Civil Engineering 78.0 85.5 81.4 82.2 74.1 84.3 School of Physics and Astronomy 78.9 90.0 88.3 78.9 79.9 87.2 FSE Total 81.2 84.3 83.0 81.3 78.5 84.0 Faculty of Humanities Alliance Manchester Business School 79.5 81.6 83.4 81.4 79.9 78.2 School of Arts, Languages and Cultures 81.7 78.2 88.7 78.5 78.7 84.9 School of Education 86.5 83.3 School of Environment and Development 82.0 79.0 School of Environment, Education and Development 87.7 84.1 81.9 73.5 School of Law 78.0 82.9 81.6 76.3 85.4 84.2 School of Social Sciences 84.7 84.7 85.0 77.4 77.8 84.8 Humanities Total 82.2 82.8 85.6 79.6 80.1 81.0 Faculty of Life Sciences School of Life Sciences 86.8 86.4 88.9 85.3 FLS Total 86.8 86.4 88.9 85.3 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 70.0 82.8 80.0 82.8 Faculty Institute of Cancer Sciences 89.5 84.2 86.5 94.7 Faculty Institute of Cardiovascular Sciences 83.9 95.8 83.9 100.0 Faculty Institute of Human Development 86.5 89.7 89.2 87.2 Faculty Institute of Inflammation & Repair 81.8 86.8 84.6 89.7 Faculty Institute of Population Health 83.3 81.3 77.4 89.1 Manchester Medical School 83.3 83.5 School of Dentistry 80.8 88.2 80.0 94.1 School of Nursing, Midwifery and Social Work 90.9 90.9 84.4 75.8 Manchester Pharmacy School 88.4 86 95.3 81.4 School of Psychological Sciences 84.1 89.5 89.7 83.3 School of Biological Sciences 81.3 85.5 School of Medical Sciences 80.5 82.3 School of Health Sciences 84.9 87.7 CRUK Manchester Institute 82.4 88.2 BMH Total 84.4 87.3 82.2 85.8 86.5 84.8 Grand Total 83.0 84.6 83.6 82.0 81.1 83.3

Page 65 of 148 Total PGR Student Numbers 2016/17 as at 1 December 2016 2016/17 ACTUAL 2016/17 ACTUAL 2016/17 TARGET 2016/17 TARGET Actual vs Target FT PT FT PT FT PT Home Overseas Total Home Overseas Total Home Overseas Total Home Overseas Total Home Overseas Home Overseas Faculty of Science & Engineering Faculty of Engineering and Physical Sciences 41 5 46 0 44 4 48 0 -3 1 0 0 School of Chemical Engineering and Analytical Science 62 59 121 2 2 52 62 114 0 0 10 -3 2 0 School of Chemistry 227 85 312 4 4 186 79 265 3 3 41 6 1 0 School of Computer Science 58 68 126 5 2 7 66 79 145 3 2 5 -8 -11 2 0 School of Earth and Environmental Sciences 100 44 144 3 3 69 31 100 2 2 31 13 1 0 School of Electrical and Electronic Engineering 46 137 183 1 1 55 140 195 1 1 -9 -3 0 0 School of Materials 131 141 272 9 9 136 116 252 7 7 -5 25 2 0 School of Mathematics 56 27 83 1 1 61 27 88 2 2 -5 0 -1 0 School of Mechanical, Aerospace and Civil Engineering 53 97 150 12 12 60 122 182 17 17 -7 -25 -5 0 School of Physics and Astronomy 139 63 202 5 5 150 62 212 4 4 -11 1 1 0 S&E Total 913 726 1,639 42 2 44 878 722 1600 39 2 41 35 4 3 0 Faculty of Humanities Alliance Manchester Business School 50 95 145 35 76 111 58 109 167 41 80 121 -8 -14 -6 -4 School of Arts, Languages and Cultures 150 67 217 60 60 157 59 216 72 72 -7 8 -12 0 School of Environment, Education and Development 112 98 210 52 52 128 95 223 56 56 -16 3 -4 0 School of Law 37 11 48 24 1 25 48 17 65 30 30 -11 -6 -6 1 School of Social Sciences 109 68 177 8 8 110 79 189 10 10 -1 -11 -2 0 Humanities Total 458 339 797 179 77 256 501 359 860 209 80 289 -43 -20 -30 -3 Faculty of Biology, Medicine & Health School of Biological Sciences 238 112 350 24 3 27 247 127 374 N/A -9 -15 School of Medical Sciences 174 59 233 31 1 32 176 62 238 N/A -2 -3 School of Health Sciences 231 81 312 67 6 73 244 85 329 N/A -13 -4 CRUK Manchester Institute 30 3 33 0 0 26 0 26 N/A 4 3 BMH Total 673 255 928 122 10 132 752 302 1,054 86 3 89 -79 -47 36 7 Grand Total 2044 1320 3364 343 89 432 2131 1383 3514 334 85 419 -87 -63 9 4 PGR Enrolments: Headcount FT and PT as at 1 December exc MBSW 2016/17 AMBS includes 17 DL PT (H) and 75 DL PT (O/s) 2016/17 Health Sciences includes 8 DL PT (H), 2 DL FT (O/s) and 4 DL PT (O/s) * Indicative Target FTE based on 2015/16 data on what would be required to get within the top 5 of PGR SSR based on current academic staff numbers

FBMH Formal targets were only set for the old structure - the FBMH total targets shown here are the sum of FMHS and FLS targets to ensure the University total matches numbers used for budgeting. School targets are indicative and may not sum to the FBMH total No adjustment to targets have been made for PG student transferring from FLS/FMHS to FSE

Page 66 of 148 Total PGR Student Numbers 2016/17 as at 1 December 2016 2017/18 TARGET 2018/19 TARGET 2019/20 TARGET Indicative FT FT FT Target Home Overseas Total Home Overseas Total Home Overseas Total PGR FTE * Faculty of Science & Engineering Faculty of Engineering and Physical Sciences 40 4 44 40 4 44 40 4 44 School of Chemical Engineering and Analytical Science 59 55 115 61 61 123 62 69 131 159 School of Chemistry 197 84 281 176 83 259 162 83 245 305 School of Computer Science 59 69 128 64 71 135 55 75 130 158 School of Earth and Environmental Sciences 98 48 147 100 55 155 101 55 156 164 School of Electrical and Electronic Engineering 55 133 188 61 134 195 68 149 217 231 School of Materials 131 132 263 130 135 264 129 138 267 390 School of Mathematics 64 29 92 69 33 102 72 39 111 122 School of Mechanical, Aerospace and Civil Engineering 55 91 146 62 86 148 67 105 172 286 School of Physics and Astronomy 137 72 209 139 79 218 137 87 224 231 S&E Total 897 717 1613 901 741 1643 894 803 1697 2046 Faculty of Humanities Alliance Manchester Business School 45 100 145 38 100 138 40 105 145 200 School of Arts, Languages and Cultures 153 67 220 163 72 235 166 66 232 455 School of Environment, Education and Development 115 103 218 122 115 237 124 119 243 295 School of Law 36 15 51 40 20 60 42 23 65 89 School of Social Sciences 110 68 178 125 70 195 140 74 214 262 Humanities Total 459 353 812 488 377 865 512 387 899 1301 Faculty of Biology, Medicine & Health School of Biological Sciences 182 108 290 165 111 276 169 115 284 373 School of Medical Sciences 187 66 253 188 68 256 190 69 259 282 School of Health Sciences 220 68 288 225 57 282 231 59 290 415 CRUK Manchester Institute 39 39 45 0 45 46 0 46 30 BMH Total 628 242 870 623 236 859 636 243 879 1099 Grand Total 1984 1312 3295 2012 1354 3367 2042 1433 3475 4446 PGR Enrolments: Headcount FT and PT as at 1 December exc MBSW 2016/17 AMBS includes 17 DL PT (H) and 75 DL PT (O/s) 2016/17 Health Sciences includes 8 DL PT (H), 2 DL FT (O/s) and 4 DL PT (O/s) * Indicative Target FTE based on 2015/16 data on what would be required to get within the top 5 of PGR SSR based on current academic staff numbers

FBMH Formal targets were only set for the old structure - the FBMH total targets shown here are the sum of FMHS and FLS targets to ensure the University total matche numbers used for budgeting. School targets are indicative and may not sum to the FBMH total No adjustment to targets have been made for PG student transferring from FLS/FMHS to FSE

Page 67 of 148

PGR FTE Targets

FSE - Faculty total Humanities - Faculty total 2100 1450

2000 1350

1900 1250

1800 1150

1700 1050

1600 950

1500 850

1400 750 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21

Total planned FTE (5 year targets) Actual Total FTE (Dec 1st) Total planned FTE (5 year targets) Actual Total FTE (Dec 1st) HESA FTE (KPI) target - HESA 2013/14 data HESA FTE (KPI) target - HESA 2014/15 data HESA FTE (KPI) target - HESA 2013/14 data HESA FTE (KPI) target - HESA 2014/15 data HESA FTE (KPI) target - HESA 2015/16 data HESA FTE (KPI) target - HESA 2015/16 data

FBMH - Faculty total University 1200 4500 4300 1100 4100

1000 3900

3700 900 3500

800 3300 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21

Total planned FTE (5 year targets) Total planned FTE (5 year targets) Actual Total FTE (Dec 1st) Actual Total FTE (Dec 1st) HESA FTE (KPI) target - HESA 2013/14 data HESA FTE (KPI) target - HESA 2014/15 data HESA FTE (KPI) target - using HESA 2015/16 data HESA FTE (KPI) target - HESA 2015/16 data

Page 68 of 148 Total PGR Enrolments (Headcount) % change 2016/17 to 2012/13 2013/14 2014/15 2015/16 2016/17 2015/16 Faculty of Science & Engineering Faculty of Engineering and Physical Sciences 46 53 4 -92.5% School of Chemical Engineering and Analytical Science 122 104 119 110 125 13.6% School of Chemistry 245 276 265 259 319 23.2% School of Computer Science 134 140 154 150 134 -10.7% School of Earth and Environmental Sciences 83 89 97 96 148 54.2% School of Electrical and Electronic Engineering 191 192 207 203 195 -3.9% School of Materials 228 268 264 292 293 0.3% School of Mathematics 111 104 98 93 84 -9.7% School of Mechanical, Aerospace and Civil Engineering 195 171 183 195 168 -13.8% School of Physics and Astronomy 162 160 182 192 213 10.9% S&E Total 1471 1504 1615 1643 1683 2.4% Faculty of Humanities Alliance Manchester Business School 203 262 254 261 256 -1.9% School of Arts, Languages and Cultures 309 288 280 266 277 4.1% School of Environment, Education and Development 342 327 306 258 262 1.6% School of Law 72 66 73 73 73 0.0% School of Social Sciences 178 188 189 190 185 -2.6% Humanities Total 1104 1131 1102 1048 1053 0.5% Faculty of Life Sciences School of Life Sciences 370 384 402 412 FLS Total 370 384 402 412 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 27 35 34 30 Faculty Institute of Cancer Sciences 54 54 30 40 Faculty Institute of Cardiovascular Sciences 53 41 42 40 Faculty Institute of Human Development 62 58 59 54 Faculty Institute of Inflammation & Repair 98 102 134 133 Faculty Institute of Population Health 79 75 74 73 School of Dentistry 29 32 25 29 School of Nursing, Midwifery and Social Work 48 50 61 63 Manchester Pharmacy School 46 66 73 81 School of Psychological Sciences 146 145 149 159 School of Biological Sciences 377 School of Medical Sciences 265 School of Health Sciences 385 CRUK Manchester Institute 25 26 33 26.9% BMH Total 642 658 706 728 1060 -7.0% * see Note Grand Total 3587 3677 3825 3831 3796 -0.9%

PGR Enrolments: Headcount FT and PT as at 1 December exc MBSW *Note: calculation based on % change BMH 2016/17 to MHS+FLS 2015/16 % change BMH 2016/17 to MHS 2015/16 = 45.6% Page 69 of 148 PGR Enrolments per Academic Staff FTE

2012/13 2013/14 2014/15 2015/16 2016/17 Faculty of Science & Engineering Faculty of Engineering and Physical Sciences School of Chemical Engineering and Analytical Science 3.5 2.9 3.0 2.6 2.9 School of Chemistry 4.6 5.5 5.3 4.9 4.6 School of Computer Science 2.3 2.5 2.7 2.6 2.3 School of Earth and Environmental Sciences 2.1 2.1 2.2 1.8 2.1 School of Electrical and Electronic Engineering 3.2 3.0 3.1 3.0 2.8 School of Materials 3.4 4.2 4.0 3.5 3.1 School of Mathematics 1.6 1.5 1.3 1.3 1.1 School of Mechanical, Aerospace and Civil Engineering 2.7 2.3 2.4 2.3 1.9 School of Physics and Astronomy 1.9 2.0 2.0 2.2 2.3 S&E Total 2.7 2.8 2.8 2.6 2.5 Faculty of Humanities Alliance Manchester Business School 1.1 1.5 1.4 1.3 1.3 School of Arts, Languages and Cultures 1.3 1.3 1.3 1.2 1.2 School of Education 5.0 School of Environment and Development 1.5 School of Environment, Education and Development 2.8 2.5 2.2 2.1 School of Law 1.3 1.2 1.2 1.2 1.1 School of Social Sciences 1.1 1.1 1.1 1.1 1.0 Humanities Total 1.4 1.5 1.5 1.3 1.3 Faculty of Life Sciences School of Life Sciences 1.8 2.0 2.2 2.1 FLS Total 1.8 2.0 2.2 2.1 Faculty of Biology, Medicine & Health Faculty Institute of Brain, Behaviour & Mental Health 0.9 1.5 1.5 1.3 Faculty Institute of Cancer Sciences 1.5 1.5 1.3 1.4 Faculty Institute of Cardiovascular Sciences 2.0 1.7 2.1 1.7 Faculty Institute of Human Development 1.7 1.4 1.6 1.4 Faculty Institute of Inflammation & Repair 1.4 1.5 1.9 1.8 Faculty Institute of Population Health 1.5 1.5 1.5 1.4 Manchester Medical School 0.1 0.0 0.0 0.0 School of Dentistry 0.9 1.5 1.6 1.5 School of Nursing, Midwifery and Social Work 0.8 1.0 1.4 1.3 Manchester Pharmacy School 1.3 2.1 2.3 2.4 School of Psychological Sciences 2.2 2.5 2.6 2.6 School of Biological Sciences 1.5 School of Medical Sciences 1.5 School of Health Sciences 1.9 CRUK Manchester Institute included in ICS 4.1 BMH Total 1.4 1.6 1.7 1.7 1.7 Grand Total 1.8 2.0 2.0 1.9 1.8

Notes:

Incoming exchange students (including Erasmus) and postgraduate students registered for a period of writing-up are excluded.

Visiting students are not included. Staff FTE includes academic teaching and research staff plus research fellows identified by the Faculty. Teaching only staff are not included. Page 70 of 148 Number of invention disclosures

2012/13 2013/14 2014/15 2015/16 2016/17 Faculty of Science & Engineering FSE Total 192 193 181 92 109 Faculty of Humanities Humanities Total 12 5 12 6 14 Faculty of Life Sciences FLS Total 52 37 46 21 Faculty of Biology, Medicine & Health BMH Total 140 187 206 104 131 Grand Total 397 422 447 223 254 (1 non-Faculty) (2 non-Faculty)

Number and value of Proof of Principle / Pathfinder Awards*

2012/13 2013/14** 2014/15 2015/16 2016/17 Faculty of Science & Engineering Number 10 14 10 5 7 Value £ 779,965 £ 1,031,000 £ 198,582 £ 296,450 £ 243,196

Faculty of Humanities Number 0 0 0 1 Value £ - £ - £ - £ 22,428

Faculty of Life Sciences Number 3 22 10 12 Value £ 185,800 £ 599,000 £ 339,913 £ 72,299

Faculty of Biology, Medicine & Health Number 1 32 12 9 5 Value £ 25,000 £ 1,276,000 £ 583,638 £ 339,538 £ 245,152

Total Number 14 68 32 27 12 Value £ 990,765 £ 2,906,000 £ 1,122,133 £ 730,715 £ 488,348

Note * Proof of Principle Awards up to 2015/16

** POP awards – 2013/14 data pick up all similar activity that is happening in schools / faculties, ie no longer just awards made by UMIP. These data therefore reflect total activity across the University.

Active Spin Outs and Spin Out Share Sales 2016/17 Faculty of Science & Engineering Active Spin Outs 12 Spin Out Share Sales £ 205,305

Faculty of Humanities Active Spin Outs 3 Spin Out Share Sales

Faculty of Biology, Medicine & Health Active Spin Outs 20 Spin Out Share Sales

Total Active Spin Outs 36 Spin Out Share Sales £ 205,305 Page 71 of 148 Grants associated with IP projects

2012/13 2013/14 2014/15 2015/16 2016/17 Faculty of Science & Engineering Number 11 8 8 5 15 Value £ 4,139,947 £ 4,793,000 £ 3,593,781 £ 866,787 £ 2,653,192

Faculty of Humanities Number 0 1 0 0 Value £0 £ 30,000 £ - £ -

Faculty of Life Sciences Number 10 1 8 4 Value £ 2,082,507 £ 39,000 £ 3,417,136 £ 581,000

Faculty of Biology, Medicine & Health Number 9 16 12 13 10 Value £ 3,450,937 £ 4,328,000 £ 5,793,600 £ 8,472,074 £ 5,084,338

Total Number 30 26 28 22 25 Value £ 9,673,391 £ 9,190,000 £ 12,804,517 £ 9,919,861 £ 7,737,530

Licences and gross income from licences/agreements (Licences and royalty income up to 2015/16)

2012/13 2013/14* 2014/15 2015/16 2016/17 Faculty of Science & Engineering Number of licences 12 5 44 75 94 Royalty income £ 168,746 £ 117,898 £ 155,336 £ 124,677 £ 112,288

Faculty of Humanities Number of licences 5 336 1315 2260 2358 Royalty income £ 349 £ 5,094 £ 8,190 £ 15,404 £ 13,059

Faculty of Life Sciences Number of licences 4 2 3 8 Royalty income £ 472,050 £ 813,439 £ 533,343 £ 326,459

Faculty of Biology, Medicine & Health Number of licences 21 111 125 304 405 Royalty income £ 389,426 £ 796,588 £ 949,423 £ 1,846,810 £ 1,097,949

Total Number of licences 43 464 1503 2655 2858 Royalty income £ 1,030,571 £ 1,733,019 £ 1,646,441 £ 2,316,951 £ 1,226,714 (1 non-Faculty) (10 non-Faculty) (16 non-Faculty) (8 non-Faculty) (1 non-Faculty) Note * Increase in licence numbers reflects introduction of online licensing portal. Increase in licence income reflects planned increase. Page 72 of 148 Teaching Performance 2016/17: Faculty and School Overview

High level KPIs Internal KPIs Widening Participation Recruitment against target

Positive Non- Graduate POLAR 3 continuation Home Overseas Home Overseas NSS Scores Destinations % LPNs % NS-SEC % % Tariff SSRs UG UG PGT PGT 2017 Results 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 2016/17 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 82.1 6.6 28.6 7.4 478.5 24.8:1 25 -25 19 12 School of Chemistry 80.7 6.7 19.6 5.2 443.5 15.5:1 -33 -3 0 -8 School of Computer Science 92 86.8 11.1 22.5 8.5 450.4 15.0:1 41 5 2 1 School of Earth and Environmental Sciences 78.7 4.1 29.9 6.8 396.7 10.3:1 -37 -2 -20 -8 School of Electrical and Electronic Engineering 91 88.2 9.0 33.9 10.0 443.0 14.5:1 -13 12 -3 -45 School of Materials 86 68.5 5.1 19.0 6.3 444.1 18.1:1 -33 15 -6 5 School of Mathematics 76.7 12.8 32.1 5.2 467.9 21.1:1 -3 -9 17 -3 School of Mechanical, Aerospace and Civil Engineering 76 86.0 6.3 20.5 2.3 445.8 21.0:1 38 25 19 172 School of Physics and Astronomy 80.1 5.3 19.8 2.8 526.5 14.9:1 -7 10 3 3 S&E Total 80.3 7.0** 24.6** 7.8** 462.9 17.3:1 -31** 9 31 129 Faculty of Humanities Alliance Manchester Business School 78 81.9 11.3 26.8 8.3 432.8 16.2:1 19 15 2 -17 School of Arts, Languages and Cultures 84* 73.8 7.6 18.0 7.3 413.7 14.9:1 -121 -1 21 -5 School of Environment, Education and Development 82 76.8 5.1 18.2 3.6 409.9 17.1:1 -48 5 54 236 School of Law 84* 79.8 6.9 24.5 9.0 422.8 21.3:1 -38 -7 30 -18 School of Social Sciences 82* 78.4 6.9 17.7 4.3 426.0 18.1:1 -4 31 26 -17 Humanities Total 82* 76.8 7.4 19.7 6.6 419.8 16.7:1 -192 43 133 179 Faculty of Biology, Medicine & Health School of Biological Sciences 89* 74.4 9.5 19.5 434.8 TBC 32 -7 28 15 School of Medical Sciences 81 99.3 7.0 18.7 500.9 TBC 21 -12 25 -36 School of Health Sciences 81* 91.3 10.0 33.0 395.3 TBC 31 -19 2 -14 BMH Total 83 90.2 9.2 25.7 5.3 430.4 11.8:1 76 -41 36 -40 Grand Total 84* 82.5 7.8 22.6 6.3 433.3 15.2:1 -147 11 200 268 2020 Target 90 85 8.5 23.5

NOTE: Data years for positive destinations, widening participation and non-continuation refer to year of data publication NSS Scores * indicates less than 50% response rate ** Including Foundation Year

Page 73 of 148 Graduate Employability: Data on Positive Destinations

New methodology RG 2011/12 HESA 2012/13 HESA 2013/14 HESA 2014/15 HESA 2015/16 HESA Direction of Benchmark data published data published data published data published data published travel ↑↓↔ Target Target Target Target 2015/16 2012/13 2013/14 2014/15 2015/16 2016/17 2016/17 2017/18 2018/19 2019/20 HESA data Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 84.5 87.5 81.4 85.3 82.1 ↓ 86 86 88 90 85.5 School of Chemistry 77.4 84.4 73.6 83.1 80.7 ↓ 85 85 85 85 82.1 School of Computer Science 86.3 82.2 89.3 96.2 86.8 ↓ 87 88 89 90 90.2 School of Earth and Environmental Sciences 73.0 68.3 71.3 75.0 78.7 ↑ 83 86 88 90 75.0 School of Electrical and Electronic Engineering 82.8 80.6 88.4 93.1 88.2 ↓ 90 90 90 90 89.1 School of Materials 63.6 63.2 76.5 78.8 68.5 ↓ 80 82 84 85 84.6 School of Mathematics 66.0 65.2 78.5 71.7 76.7 ↑ 80 81 82 83 80.0 School of Mechanical, Aerospace and Civil Engineering 78.1 80.6 87.7 88.5 86.0 ↓ 90 90 90 90 85.8 School of Physics and Astronomy 75.6 82.5 82.7 86.1 80.1 ↓ 85 86 87 88 83.4 S&E Total 74.2 76.6 80.2 83.0 80.3 ↓ 85 85 86 87 Faculty of Humanities Alliance Manchester Business School 71.6 74.2 77.3 79.1 81.9 ↑ 78 82 84 85 83.2 School of Arts, Language and Cultures 60.4 63.0 66.2 67.7 73.8 ↑ 68 70 73 75 73.1 School of Environment, Education and Development 66.5 66.4 71.4 83.1 76.8 ↓ 75 76 77 78 80.1 School of Law 75.1 71.6 74.8 80.1 79.8 ↓ 78 81 83 84 75.3 School of Social Sciences 63.2 66.9 68.8 76.5 78.4 ↑ 75 78 80 82 77.7 Humanities Total 63.8 65.8 69.3 73.5 76.8 ↑ 73 75 77 79 Faculty of Life Sciences School of Life Sciences 71.5 74.7 76.4 80.5 80 FLS Total 71.5 74.7 76.4 80.5 80 Faculty of Biology, Medicine & Health School of Dentistry 96.9 97.3 100.0 98.5 100 Manchester Medical School 99.7 99.7 100.0 99.7 100 School of Nursing, Midwifery and Social Work 89.4 96.3 97.3 98.4 97 Manchester Pharmacy School 100.0 95.1 95.8 97.8 90 School of Psychological Sciences 56.0 64.6 65.9 71.2 72 School of Biological Sciences 77.6 74.4 ↓ 77 77 77 77 80.0 School of Medical Sciences 99.5 99.3 ↓ 100 100 100 100 99.2 School of Health Sciences 90.6 91.3 ↑ 89 89 89 89 91.5 BMH Total 88.1 92.4 93.1 90.6 90.2 ↓ 90 90 90 90 University Grand Total 71.9 75.7 78.5 82.2 82.5 ↑ 82 83 84 85 2020 Target 85 Graduate Employability: definition based on DLHE outcomes UK (incl Guernsey, Jersey & Isle of Man), Full Time, First Degree respondents only UoM above/= RG Target met or exceeded UoM below RG Target missed by 2% or more

Notes: In the 2011/12 DLHE data (published 2012-13), the classification of SOC codes changed and the Times methodology for defining positive graduate destinations also changed. Data for 2012/13 was calculated using the new methodology - based on SOC 1-3 codes - and data for 2011/12* was recalculated to show the (minor) impact of this methodological change. Page 83 of 148 RG School Benchmarking- Positive Destination

The positive destination indicator (2015/16 graduates) is sampled to reflect the league table cohort based on the criteria: UK domiciled, Full-time and First degree students.

A student is assumed to have reached a positive destination if he/she has indicated in the DLHE survey that they are working at a graduate level position or attending further study.

The RG positive destinations benchmarking for UoM Schools is calculated using JACS code matching and weighting according to the proportion of students attending courses within particular JACS codes. The JACS codes are selected and weighted to reflect the teaching within each School.

Further in-depth benchmarking DLHE analysis at JACS level is available through The Careers Service please contact Becki Lovelady ([email protected])

Page 84 of 148 HEFCE PI Data: % from LPNs

2011/12 HESA 2012/13 HESA 2013/14 HESA 2014/15 HESA 2015/16 HESA POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 POLAR 3 Direction of data published data published data published data published data published Target Target Target Target travel ↑↓↔ 2012/13 2013/14 2014/15 2015/16 2016/17 2016/17 2017/18 2018/19 2019/20 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 4.7 6.3 2.7 6.7 6.6 ↓ 7.0 7.5 8.0 8.5 School of Chemistry 7.2 11.9 9.3 6.9 6.7 ↓ 8.1 8.1 8.2 8.2 School of Computer Science 6.5 6.7 10.8 9.0 11.1 ↑ 7.5 8.0 8.5 9.0 School of Earth and Environmental Sciences 2.2 6.4 7.1 7.6 4.1 ↓ 7.0 7.2 7.4 7.6 School of Electrical and Electronic Engineering 8.5 8.1 10.6 3.4 9.0 ↑ 8.5 8.8 9.2 9.5 School of Materials 4.1 5.9 7.6 4.8 5.1 ↑ 8.0 8.0 8.0 9.0 School of Mathematics 8.1 9.5 10.3 11.4 12.8 ↑ 11.0 11.0 11.5 11.5 School of Mechanical, Aerospace and Civil Engineering 9.4 5.3 5.7 13.1 6.3 ↓ 6.1 6.3 6.5 6.6 School of Physics and Astronomy 7.8 4.6 6.3 8.8 5.3 ↓ 6.0 6.1 6.2 6.2 Foundation Year 9.0 11.1 9.2 10.0 5.3 ↓ 17.0 17.0 17.0 15.7 S&E Total 6.9 8.0 8.1 8.5 7.0 ↓ 9.3 9.4 9.6 9.6 Faculty of Humanities Alliance Manchester Business School 6.5 4.9 6.8 6.9 11.3 ↑ 7.5 7.5 7.6 7.6 School of Arts, Languages and Cultures 5.2 6.9 6.4 7.7 7.6 ↓ 6.8 7.2 7.8 8.0 School of Education 2.5 School of Environment and Development 2.5 School of Environment, Education and Development 7.5 8.6 7.7 5.1 ↓ 8.7 8.8 8.9 9.0 School of Law 9.9 13.6 11.8 14.5 6.9 ↓ 10.0 10.0 10.0 10.0 School of Social Sciences 4.4 8.2 5.8 6.2 6.9 ↑ 6.5 7.0 7.5 8.0 Humanities Total 5.2 7.8 7.1 8.1 7.4 ↓ 7.5 7.8 8.2 8.4 Faculty of Life Sciences School of Life Sciences 4.9 6.3 7.5 6.4 7.5 FLS Total 4.9 6.3 7.5 6.4 7.5 Faculty of Biology, Medicine & Health School of Dentistry 7.8 10.4 7.5 8.5 8.6 Manchester Medical School 7.9 6.0 5.6 7.6 6.5 School of Nursing, Midwifery and Social Work 11.4 13.6 13.1 14.9 14.0 Manchester Pharmacy School 7.7 10.7 10.5 13.3 9.7 School of Psychological Sciences 7.1 12.0 11.5 11.3 10.8 School of Biological Sciences 9.5 6.8 6.8 6.8 6.8 School of Medical Sciences 7.0 6.4 6.4 6.4 6.4 School of Health Sciences 10.0 11.0 11.0 11.0 11.0 BMH Total 8.6 10.3 9.7 11.3 9.2 ↓ 8.7 8.7 8.7 8.7 Grand Total 6.2 8.2 7.9 8.6 7.8 ↓ 8.3 8.4 8.7 8.8 Standard benchmark 6.6 7.2 7.2 7.6 7.5 ↓ Location adjusted benchmark 7.4 8.1 8.1 8.5 8.4 ↓ 2020 Target (Access Agreement) 7.9 8.1 8.3 8.5 HESA Performance Indicators in Higher Education: Participation of under-represented groups in higher education The University of Manchester: Young full-time first degree entrants Target met or exceeded Target missed by 2% or more Page 85 of 148 HEFCE PI Data: % from NS SEC

2011/12 HESA 2012/13 HESA 2013/14 HESA 2014/15 HESA 2015/16 HESA Direction of data published data published data published data published data published travel Target Target Target Target 2012/13 2013/14 2014/15 2015/16 2016/17 ↑↓↔ 2016/17 2017/18 2018/19 2019/20 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 15.3 16.5 21.9 21.6 28.6 ↑ 21.5 22.0 22.5 23.0 School of Chemistry 30.7 29.6 23.2 21.9 19.6 ↓ 31.1 28.0 30.0 31.3 School of Computer Science 23.1 44.0 29.2 22.8 22.5 ↓ 22.0 23.0 23.0 23.0 School of Earth and Environmental Sciences 16.9 16.2 29.7 16.9 29.9 ↑ 23.0 24.0 26.0 28.0 School of Electrical and Electronic Engineering 37.8 32.3 25.0 26.0 33.9 ↑ 25.0 25.0 26.0 26.0 School of Materials 22.0 20.0 25.7 16.8 19.0 ↑ 25.0 26.0 26.0 26.0 School of Mathematics 20.1 30.1 33.5 23.9 32.1 ↑ 27.0 27.5 28.0 28.5 School of Mechanical, Aerospace and Civil Engineering 24.3 26.5 28.8 28.8 20.5 ↓ 27.0 27.0 27.0 27.0 School of Physics and Astronomy 15.9 18.1 19.4 12.4 19.8 ↑ 21.3 21.6 21.8 21.9 Foundation Year 24.3 27.0 29.0 25.7 24.9 ↓ 28.5 29.0 29.0 29.5 S&E Total 21.9 25.3 26.7 21.0 24.6 ↑ 25.6 25.6 26.2 26.7 Faculty of Humanities Alliance Manchester Business School 19.5 22.4 19.6 18.4 26.8 ↑ 23.0 21.0 22.0 23.0 School of Arts, Languages and Cultures 16.2 20.4 18.2 18.3 18.0 ↓ 18.7 19.0 19.5 20.0 School of Education 24.6 School of Environment and Development 15.3 School of Environment, Education and Development 23.2 18.0 18.0 18.2 ↑ 20.0 22.0 24.0 25.0 School of Law 22.9 32.4 25.2 33.9 24.5 ↓ 23.0 23.0 23.0 23.0 School of Social Sciences 14.5 26.5 20.2 18.2 17.7 ↓ 20.0 20.0 20.0 20.0 Humanities Total 16.7 23.5 19.6 19.9 19.7 ↓ 20.1 20.3 20.8 21.2 Faculty of Life Sciences School of Life Sciences 22.9 23.3 26.8 19.4 23.0 FLS Total 22.9 23.3 26.8 19.4 23.0 Faculty of Biology, Medicine & Health School of Dentistry 24.2 24.1 23.9 26.6 23.7 Manchester Medical School 20.8 20.4 21.4 19.1 22.6 School of Nursing, Midwifery and Social Work 35.0 36.7 33.3 33.2 32.3 Manchester Pharmacy School 37.5 45.7 40.7 33.0 43.0 School of Psychological Sciences 20.6 29.9 29.3 27.4 30.1 School of Biological Sciences 19.5 23.0 23.0 23.0 23.0 School of Medical Sciences 18.7 21.2 21.2 21.2 21.2 School of Health Sciences 33.0 32.5 32.5 32.5 32.5 BMH Total 26.5 30.0 28.9 27.5 25.7 ↓ 27.1 27.1 27.1 27.1 Grand Total 20.4 25.3 23.8 21.5 22.6 ↑ 23.5 23.6 23.9 24.3 University standard benchmark 22.4 24.2 24.3 24.6 n/a Location adjusted benchmark 22.8 25.1 25.1 24.9 n/a 2020 Target (Access Agreement) 22.6 22.9 23.2 23.5

HESA Performance Indicators in Higher Education: Participation of under-represented groups in higher education The University of Manchester: Young full-time first degree entrants

Target met or exceeded Target missed by 2% or more Page 86 of 148 HEFCE PI Data: Percentage of New Entrants withdrawn from Manchester

2010/11 entrants, 2011/12 entrants, 2012/13 entrants, 2013/14 entrants, 2014/15 entrants, HESA PIs 2011/12, HESA PIs 2012/13, HESA PIs 2013/14, HESA PIs 2014/15, HESA PIs 2015/16, Direction of travel data published data published data published data published data published Target Target Target Target ↑↓↔ 2012/13 2013/14 2014/15 2015/16 2016/17 2016/17 2017/18 2018/19 2019/20 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 5.1 1.8 5.0 5.2 7.4 ↑ 4.5 4.5 4.5 4.5 School of Chemistry 10.1 7.5 7.7 6.1 5.2 ↓ 7.5 6.0 6.0 6.0 School of Computer Science 8.0 7.6 9.5 8.0 8.5 ↑ 9.0 9.0 8.5 8.5 School of Earth and Environmental Sciences 1.8 4.2 9.8 5.4 6.8 ↑ 7.0 7.0 7.0 7.0 School of Electrical and Electronic Engineering 14.5 21.0 25.5 10.3 10.0 ↓ 15.0 13.0 11.0 8.0 School of Materials 6.0 8.4 1.9 4.3 6.3 ↑ 4.0 4.0 4.0 4.0 School of Mathematics 4.8 5.3 4.6 12.3 5.2 ↓ 4.8 4.5 4.0 4.0 School of Mechanical, Aerospace and Civil Engineering 8.4 3.8 6.4 2.2 2.3 ↑ 5.0 5.0 5.0 5.0 School of Physics and Astronomy 6.7 3.2 2.7 2.2 2.8 ↑ 2.5 2.5 2.5 2.5 Foundation Year 38.7 26.9 27.0 18.8 19.1 ↑ 22.0 21.0 20.0 19.0 S&E Total 9.3 8.3 9.7 8.4 7.8 ↓ 8.3 7.9 7.5 7.2 Faculty of Humanities Alliance Manchester Business School 7.5 9.3 8.3 6.0 8.3 ↑ 6.5 6.0 6.0 6.0 School of Arts, Histories and Cultures 6.0 School of Arts, Languages and Cultures 5.7 6.2 5.2 7.3 ↑ 5.8 5.7 5.6 5.5 School of Education 11.7 5.5 School of Environment and Development 3.8 4.3 School of Environment, Education and Development 8.5 5.4 3.6 ↓ 6.5 4.5 4.0 3.0 School of Languages, Linguistics and Cultures 9.0 School of Law 6.3 5.2 6.0 6.8 9.0 ↑ 4.0 4.0 4.0 4.0 School of Social Sciences 7.3 3.9 5.1 5.4 4.3 ↓ 4.8 4.7 4.6 4.5 Humanities Total 7.0 5.4 6.3 5.5 6.6 ↓ 5.5 5.2 5.1 4.9 Faculty of Life Sciences School of Life Sciences 11.7 7.9 5.3 5.6 3.7 ↓ FLS Total 11.7 7.9 5.3 5.6 3.7 ↓ Faculty of Biology, Medicine & Health School of Dentistry 1.2 2.2 1.2 1.2 0.0 ↓ Manchester Medical School 2.5 1.9 1.8 1.3 1.0 ↓ School of Nursing, Midwifery and Social Work 11.5 10.7 12.9 7.6 8.8 ↑ Manchester Pharmacy School 6.1 4.6 3.3 8.9 5.9 ↓ School of Psychological Sciences 5.1 4.5 5.9 4.9 6.9 ↑ School of Biological Sciences 5.0 5.0 5.0 5.0 School of Medical Sciences 1.6 1.6 1.6 1.6 School of Health Sciences 7.5 7.5 7.5 7.5 BMH Total 5.9 5.5 6.4 4.9 5.3 ↑ 5.3 5.3 5.3 5.3 Grand Total 7.7 6.4 7.1 6.1 6.3 ↑ 6.1 5.8 5.7 5.5

HESA Performance Indicators in Higher Education : Non-continuation following year of entry The University of Manchester: Full-time first degree entrants Page 87 of 148 Average Tariff Score August indicative figures Entry Tariff HESA final RG Av Tariff Av Tariff Av Tariff Av Tariff Av Tariff Target Target Target Target ave tariff Benchmark 2012/13 2013/14 2014/15 2015/16 2016/17 2016/17 2017/18 2018/19 2019/20 2015/16 data Notes cont Faculty of Science & Engineering Combinations of QUALGRADE and QUALTYPE define the tariff points. School of Chemical Engineering and Analytical Science 497.6 493.5 501.8 513.0 478.5 503.0 503.0 503.0 503.0 513 481 In general, learning in a particular subject for level three qualifications is grouped together, School of Chemistry 430.2 447.0 451.3 460.6 443.5 450.0 460.0 465.0 465.0 460 452 and the maximum tariff score for a given subject contributes to XTARIFF. E.g., if a student School of Computer Science 454.7 448.9 454.4 429.1 450.4 450.0 450.0 450.0 450.0 468 445 instance has an A level, an AS level, a Scottish Higher and a Scottish Advanced Higher for School of Earth and Environmental Sciences 414.5 422.5 397.3 403.6 396.7 400.0 410.0 420.0 430.0 407 438 Mathematics (QUALSBJ M11) then the single qualification that generates the highest tariff School of Electrical and Electronic Engineering 442.1 428.8 441.6 447.8 443.0 450.0 450.0 455.0 460.0 451 445 score will contribute to XTARIFF. There is a single exception to this for School of Materials 418.5 409.5 406.5 437.8 444.1 415.0 415.0 420.0 425.0 441 481 Advanced Extension awards and A levels. School of Mathematics 475.9 461.7 468.2 478.0 467.9 469.0 469.0 469.0 469.0 479 487 School of Mechanical, Aerospace and Civil Engineering 440.2 445.6 455.1 455.9 445.8 460.0 465.0 465.0 465.0 456 454 School of Physics and Astronomy 563.0 556.5 561.7 546.1 526.5 560.0 560.0 560.0 560.0 544 489 Qualification QUALTYPE QUALGRADE Tariff points S&E Total 473.2 465.1 469.3 474.4 462.9 472.0 474.0 476.0 478.0 GCE Advanced level A A* 140 Faculty of Humanities GCE Advanced level A A 120 Alliance Manchester Business School 427.1 418.6 425.8 432.8 432.8 429.0 440.0 445.0 450.0 437 435 GCE Advanced level A B 100 School of Arts, Languages and Cultures 421.7 409.3 399.8 409.3 413.7 405.0 410.0 420.0 425.0 408 443 GCE Advanced level A C 80 School of Education 383.3 GCE Advanced level A D 60 School of Environment and Development 421.8 GCE Advanced level A E 40 School of Environment, Education and Development 401.4 402.2 418.8 409.9 410.0 412.0 414.0 416.0 419 417 GCE Advanced Subsidiary A1 A 60 School of Law 429.3 426.9 418.5 411.4 422.8 450.0 455.0 460.0 470.0 412 457 GCE Advanced Subsidiary A1 B 50 School of Social Sciences 421.4 417.9 409.3 420.1 426.0 415.0 420.0 430.0 440.0 421 445 GCE Advanced Subsidiary A1 C 40 Humanities Total 422.4 413.8 407.2 415.4 419.8 418.0 423.0 431.0 437.0 GCE Advanced Subsidiary A1 D 30 Faculty of Life Sciences GCE Advanced Subsidiary A1 E 20 Faculty of Life Sciences 455.8 449.3 446.0 448.5 International Baccalaureate IE 45 720 FLS Total 455.8 449.3 446.0 448.5 International Baccalaureate IE 24 260 Faculty of Biology, Medicine & Health BTEC Lvl 3 National Diploma B DDD 360 School of Dentistry 489.4 480.9 482.6 490.2 BTEC Lvl 3 Extended Diploma B1 D*D*D* 420 Manchester Medical School 527.3 522.5 511.9 518.6 School of Nursing, Midwifery and Social Work 378.7 383.4 382.0 374.3 Manchester Pharmacy School 446.2 444.6 444.2 435.0 School of Psychological Sciences 428.9 435.5 413.0 410.7 School of Biological Sciences 434.8 450.0 450.0 450.0 450.0 452 459 School of Medical Sciences 500.9 510.0 510.0 510.0 510.0 511 531 School of Health Sciences 395.3 400.0 400.0 400.0 400.0 404 412 BMH Total 453.1 451.7 441.0 438.8 430.4 440.0 440.0 440.0 440.0 Grand Total 444.2 436.2 431.7 436.9 433.3 437.0 440.0 444.0 448.0 UoM above/= RG Notes: UoM below RG The Average Tariff population uses the Times League Table methodology in firstly determining the relevant population and then applying an average tariff score. The criteria for inclusion in the Average Tariff population are: HESA Standard Registration Population (including Home/EU & Overseas students) First year students: Date of commencement of studies (COMDATE) falls within the 2016/17 academic year. Age: < 21 Level of study: first degree Year of programme 0 (Foundation Year) students are excluded from the analysis Students recorded as having 0 (zero) total tariff score are excluded from the analysis Highest qualification on entry (QUALENT3): All codes beginning with P but excluding P92 Raw *J UCAS data has been enhanced with some qualifications available through UCAS transaction - see Notes worksheet

Caveats to table (1) The qualification data that will be returned to HESA in October 2017 in the HESA 2016/17 Student Return are still being modified. These figures are therefore indicative rather than definitive. (3) We have enhanced the tariff dataset with qualifications from raw student application UCAS data that were not present in the exam board transaction data from UCAS

Page 88 of 148 RG School Benchmarking - Average tariff

The average tariff scores are based on 2015/16 entry qualification data. The dataset is sampled to reflect the league table cohort which is based on the criteria outlined below:

• HESA standard registration population • First year students • First degree • Full-time and sandwich only • Under 21 years of age • Highest qualification on entry begins with P (meaning Level 3 tariffable qualifications) • Tariff score does not equal 0

The RG tariff benchmarking for UoM Schools is calculated using JACS code matching and weighting according to the proportion of students attending courses within particular JACS codes. The JACS codes are selected and weighted to reflect the teaching within each School.

Page 89 of 148 Tariff Bands - cumulative

% student count in tariff bands (cumulative)

up to 200 up to 290 up to 320 up to 350 up to 380 up to 420 up to 480 480+ all

Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 0.0 0.6 0.6 1.7 9.1 33.7 62.8 37.1 100 School of Chemistry 0.7 0.7 2.8 6.9 26.9 50.3 71.0 29.0 100 School of Computer Science 6.7 7.7 7.7 7.7 16.4 39.5 61.6 38.5 100 School of Earth and Environmental Sciences 0.0 0.0 12.8 34.1 57.5 73.5 86.3 13.8 100 School of Electrical and Electronic Engineering 0.9 2.7 8.1 10.8 27.9 50.4 71.1 28.8 100 School of Materials 0.8 1.6 5.5 11.8 29.9 49.6 74.8 25.2 100 School of Mathematics 0.0 0.0 0.0 1.6 12.2 34.2 65.9 34.1 100 School of Mechanical, Aerospace and Civil Engineering 0.5 2.5 5.4 12.1 24.1 47.7 69.3 30.8 100 School of Physics and Astronomy 1.7 1.7 2.1 2.1 3.0 12.2 36.3 63.6 100 S&E Total 1.1 1.7 4.0 8.0 19.7 39.9 64.2 36.0 100 Faculty of Humanities Alliance Manchester Business School 0.3 1.2 6.5 11.2 36.3 56.7 77.6 22.4 100 School of Arts, Languages and Cultures 0.6 1.8 10.6 27.6 44.5 64.8 82.9 17.2 100 School of Environment, Education and Development 0.0 0.4 10.2 22.0 43.3 67.3 84.2 15.7 100 School of Law 0.4 0.8 8.1 16.2 34.1 58.6 82.4 17.6 100 School of Social Sciences 0.9 1.4 5.0 14.0 36.6 57.1 79.8 20.0 100 Humanities Total 0.5 1.3 8.2 20.3 40.2 61.3 81.4 18.5 100 Faculty of Biology, Medicine & Health School of Biological Sciences 0.6 0.8 4.1 13.7 33.0 52.9 76.5 23.6 100 School of Medical Sciences 0.0 0.3 0.9 2.0 4.3 18.9 50.9 49.1 100 School of Health Sciences 0.9 6.2 14.1 28.4 48.9 73.8 88.6 11.4 100 BMH Total 0.5 3.2 8.1 18.1 34.3 55.4 76.6 23.3 100 Grand Total 0.6 1.9 7.1 16.6 33.4 54.3 75.7 24.1 100

Notes: HESA Standard Registration Population (including Home/EU & Overseas students) First year students: Date of commencement of studies (COMDATE) falls within the 2016/17 academic year. Age: < 21 Level of study: first degree Year of programme 0 (Foundation Year) students are excluded from the analysis Students recorded as having 0 (zero) total tariff score are excluded from the analysis Highest qualification on entry (QUALENT3): All codes beginning with P but excluding P92 Page 90 of 148 Raw *J UCAS data has been enhanced with some qualifications available through UCAS transaction - see Notes worksheet Tariff Bands 2016/17

Faculty of Science & Engineering Tariff Bands 2016/17

100% 90% 80% 70% 480+ 60% 50% 421 to 480 40% 381 to 420 30% 20% 351 to 380 10% 0% 321 to 350 Chemical Chemistry Computer Earth & Env Electrical & Materials Mathematics Mechanical, Physics & FSE Total 291 to 320 Engineering Science Sciences Electronic Aerospace & Astronomy & Analytical Engineering Civil 200 to 290 Science Engineering up to 200

Faculty of Humanities Tariff Bands 2016/17 Faculty of Biology, Medicine & Health Tariff Bands 2016/17 100% 100% 90% 90% 80% 480+ 80% 480+ 70% 421 to 480 70% 421 to 480 60% 381 to 420 60% 381 to 420 50% 351 to 380 351 to 380 40% 50% 321 to 350 30% 321 to 350 40% 291 to 320 291 to 320 20% 30% 10% 200 to 290 200 to 290 20% 0% up to 200 up to 200 Alliance Arts, Environment, Law Social Sciences Humanities 10% Manchester Languages & Education & Total Business Cultures Development 0% School Biological Sciences Medical Sciences Health Sciences BMH Total

Page 91 of 148 Full-time UG intake Year 0 and Year 1 Targets and Actuals 2016/17 as at 1 December 2016 ACTUAL TARGET Actual vs Target UG UG UG Home Overseas Total Home Overseas Total Home Overseas Faculty of Science & Engineering Faculty of Engineering and Physical Sciences 241 71 312 250 90 340 -9 -19 School of Chemical Engineering and Analytical Science 175 82 257 150 107 257 25 -25 School of Chemistry 160 25 185 193 28 221 -33 -3 School of Computer Science 211 60 271 170 55 225 41 5 School of Earth and Environmental Sciences 112 31 143 149 33 182 -37 -2 School of Electrical and Electronic Engineering 105 112 217 118 100 218 -13 12 School of Materials 139 81 220 172 66 238 -33 15 School of Mathematics 232 106 338 235 115 350 -3 -9 School of Mechanical, Aerospace and Civil Engineering 238 175 413 200 150 350 38 25 School of Physics and Astronomy 249 33 282 256 23 279 -7 10 FSE Total 1,862 776 2,638 1,893 767 2,660 -31 9 Faculty of Humanities Alliance Manchester Business School 339 275 614 320 260 580 19 15 School of Arts, Languages and Cultures 1319 49 1,368 1440 50 1,490 -121 -1 School of Environment, Education and Development 282 37 319 330 32 362 -48 5 School of Law 302 60 362 340 67 407 -38 -7 School of Social Sciences 681 366 1,047 685 335 1,020 -4 31 Humanities Total 2,923 787 3,710 3,115 744 3,859 -192 43 Faculty of Biology, Medicine & Health School of Biological Sciences 637 88 725 605 95 700 32 -7 School of Medical Sciences 449 47 496 428 59 487 21 -12 School of Health Sciences 994 50 1,044 963 69 1,032 31 -19 BMH Total 2,080 185 2,265 2004 226 2,230 76 -41 Grand Total 6,865 1,748 8,613 7,012 1,737 8,749 -147 11

Registered students numbers as at 1/12/16 These are provisional numbers and have not been reconciled to faculty data Students are only included if they have reached at least stage 1 of Financial Registration Architecture students are excluded Students are only included if they have reached at least stage 1 of Financial Registration Intercalating Medical students are not included in these figures

FBMH Formal targets were only set for the old structure - the FBMH total targets shown here are the sum of FMHS and FLS targets to ensure the University total matches numbers used for budgeting. School targets are indicative and may not sum to the FBMH total

Page 92 of 148 Total Full-time Student Numbers 2016/17 as at 1 December 2016* ACTUAL ACTUAL TARGET TARGET Actual vs Target UG PGT UG PGT UG PGT Home Overseas Total Home Overseas Total Home Overseas Total Home Overseas Total Home Overseas Home Overseas Faculty of Science & Engineering Foundation Years 241 71 312 0 0 0 250 90 340 0 0 -9 -19 0 0 School of Chemical Engineering and Analytical Science 583 355 938 29 77 106 527 374 901 10 65 75 56 -19 19 12 School of Chemistry 647 77 724 0 24 24 664 77 741 0 32 32 -17 0 0 -8 School of Computer Science 599 160 759 27 118 145 531 152 683 25 117 142 68 8 2 1 School of Earth and Environmental Sciences 369 103 472 15 49 64 410 105 515 35 57 92 -41 -2 -20 -8 School of Electrical and Electronic Engineering 370 403 773 12 220 232 368 365 733 15 265 280 2 38 -3 -45 School of Materials 528 337 865 24 375 399 539 327 866 30 370 400 -11 10 -6 5 School of Mathematics 740 370 1,110 42 92 134 732 346 1,078 25 95 120 8 24 17 -3 School of Mechanical, Aerospace and Civil Engineering 754 532 1,286 64 592 656 721 505 1,226 45 420 465 33 27 19 172 School of Physics and Astronomy 900 100 1,000 18 8 26 895 87 982 15 5 20 5 13 3 3 S&E Total 5,731 2,508 8,239 231 1,555 1786 5,638 2,428 8,066 200 1,426 1626 93 80 31 129 Faculty of Humanities Alliance Manchester Business School 977 810 1,787 212 1038 1250 889 770 1,659 210 1055 1265 88 40 2 -17 School of Arts, Languages and Cultures 4141 177 4,318 298 88 386 4211 183 4,394 277 93 370 -70 -6 21 -5 School of Environment, Education and Development 965 107 1,072 729 932 1661 983 104 1,087 675 696 1371 -18 3 54 236 School of Law 1033 267 1,300 92 52 144 1090 280 1,370 62 70 132 -57 -13 30 -18 School of Social Sciences 1975 982 2,957 171 113 284 1974 922 2,896 145 130 275 1 60 26 -17 Humanities Total 9,091 2,343 11,434 1,502 2,223 3725 9,147 2,259 11,406 1,369 2,044 3413 -56 84 133 179 Faculty of Biology, Medicine & Health School of Biological Sciences 1840 207 2,047 122 48 170 1818 213 2,031 94 33 127 22 -6 28 15 School of Medical Sciences 2262 288 2,550 209 98 307 2226 297 2,523 184 134 318 36 -9 25 -36 School of Health Sciences 2864 213 3,077 183 23 206 2845 221 3,066 181 37 218 19 -8 2 -14 BMH Total 6,966 708 7,674 514 169 683 6,889 731 7,620 478 209 687 77 -23 36 -40 Grand Total 21,788 5,559 27,347 2,247 3,947 6194 21,674 5,418 27,092 2,047 3,679 5726 114 141 200 268

* includes DL AMBS Worldwide Distance Learning MBAs are excluded from the student number figures. The figures only include an agreed proportion of students on programmes run jointly between partner institutions, e.g. MusB(Hons) joint programme with RNCM. Incoming exchange students (including Erasmus) and postgraduate students registered for a period of writing-up are excluded. Visiting students are not included. Students on joint programmes have been included in home school figures.

FBMH Formal targets were only set for the old structure - the FBMH total targets shown here are the sum of FMHS and FLS targets to ensure the University total matches numbers used for budgeting. School targets are indicative and may not sum to the FBMH total No adjustment to targets have been made for PG student transferring from FLS/FMHS to FSE

Page 93 of 148 Student Load: 2016/17 as at 1 December 2016 UG PGT Home Overseas Total Home Overseas Total Faculty of Science & Engineering Foundation Years 91 26 117 School of Chemical Engineering and Analytical Science 554 350 904 30 77 107 School of Chemistry 677 83 760 0 25 26 School of Computer Science 514 143 657 46 113 159 School of Earth and Environmental Sciences 384 72 456 15 47 63 School of Electrical and Electronic Engineering 308 346 653 21 218 239 School of Materials 500 343 843 27 359 386 School of Mathematics 1014 477 1491 45 88 132 School of Mechanical, Aerospace and Civil Engineering 695 489 1183 109 635 745 School of Physics and Astronomy 826 96 921 48 9 57 S&E Total 5563 2423 7986 341 1572 1912 Faculty of Humanities Faculty Office Alliance Manchester Business School 1275 1273 2548 255 1075 1331 School of Arts, Languages and Cultures 3789 231 4020 392 106 498 School of Environment, Education and Development 964 118 1082 873 948 1821 School of Law 1059 275 1334 121 56 177 School of Social Sciences 2179 755 2933 207 121 327 Humanities Total 9265 2652 11917 1848 2306 4154 Faculty of Biology, Medicine & Health School of Biological Sciences 1710 237 1947 158 51 209 School of Medical Sciences 2151 280 2431 309 112 421 School of Health Sciences 2993 231 3224 564 54 617 BMH Total 6853 749 7602 1031 216 1247 Grand Total 21681 5824 27505 3220 4094 7314

Notes 1 Students on a study-related year out have been included at 0.5 FTE each. 2 Load for students being taught by the Manchester School of Architecture in the School of Environment, Education and Development is excluded. 3. Incoming Visiting & Exchange students are included in the figures.

Page 94 of 148 Student Staff Ratios

Direction of travel 2012/13 2013/14 2014/15 2015/16 2016/17 ↑↓↔ Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 24.4:1 24.7:1 24.7:1 22.4:1 24.8:1 ↑ School of Chemistry 16.6:1 18.1:1 17.8:1 17.6:1 15.5:1 ↓ School of Computer Science 14.1:1 15.1:1 15.9:1 15.3:1 15.0:1 ↓ School of Earth and Environmental Sciences 10.1:1 10.5:1 10.4:1 10.7:1 10.3:1 ↓ School of Electrical and Electronic Engineering 14.5:1 14.2:1 14.3:1 15.2:1 14.5:1 ↓ School of Materials 17.0:1 17.5:1 18.0:1 18.3:1 18.1:1 ↓ School of Mathematics 24.2:1 24.1:1 22.7:1 21.5:1 21.1:1 ↓ School of Mechanical, Aerospace and Civil Engineering 22.0:1 20.0:1 19.3:1 19.7:1 21.0:1 ↑ School of Physics and Astronomy 14.0:1 13.9:1 14.4:1 14.6:1 14.9:1 ↑ S&E Total 17.5:1 17.6:1 17.5:1 17.4:1 17.3:1 ↓ Faculty of Humanities Alliance Manchester Business School 19.3:1 18.9:1 16.2:1 15.9:1 16.2:1 ↑ School of Arts, Languages and Cultures 14.4:1 13.8:1 14.1:1 14.3:1 14.9:1 ↑ School of Environment, Education and Development 15.3:1 14.6:1 16.4:1 16.6:1 17.1:1 ↑ School of Law 23.7:1 23.1:1 21.7:1 24.3:1 21.3:1 ↓ School of Social Sciences 17.6:1 16.8:1 17.1:1 17.7:1 18.1:1 ↑ Humanities Total 16.9:1 16.3:1 16.1:1 16.4:1 16.7:1 ↑ Faculty of Life Sciences School of Life Sciences 14.2:1 14.7:1 15.4:1 16.0:1 FLS Total 14.2:1 14.7:1 15.4:1 16.0:1 Faculty of Biology, Medicine & Health School of Dentistry 8.9:1 9.2:1 8.6:1 9.3:1 ↑ Manchester Medical School 9.0:1 8.9:1 9.1:1 8.5:1 ↓ School of Nursing, Midwifery and Social Work 15.2:1 14.1:1 14.0:1 14.0:1 ↔ Manchester Pharmacy School 13.8:1 13.9:1 13.5:1 12.9:1 ↓ School of Psychological Sciences 13.4:1 12.8:1 13.6:1 12.8:1 ↓ School of Biological Sciences TBC School of Medical Sciences TBC School of Health Sciences TBC BMH Total (exc CRUK MI) 11.2:1 10.9:1 11.0:1 10.6:1 11.8:1 ↑ Grand Total 15.3:1 15.2:1 15.1:1 15.2:1 15.2:1 ↔

Notes 1 Academic staff are those whose primary function is teaching only or teaching and research. Staff with an occupancy type prefixed with ATO & ATR are included, except Teaching Assistants, Demonstrators and those whose posts are atypical. All research -only staff are also excluded. 2 Staff in the Manchester School of Architecture in the School of Environment and Development are excluded. 3 Students on a study-related year out have been included at 0.5 FTE each in the student load figures. 4 Staff FTE and load for students being taught by the Manchester School of Architecture in the School of Environment and Development is excluded. Page 95 of 148 5 Due to issues associated with the Faculty restructure in BMH and associated teaching responsibilities, the SSR at School level is not considered to be robust and will be tabled Student Attainment 2012/13 - provisional 2016/17 PROVISIONAL 2012/13 2013/14 2014/15 2015/16 2016/17 2015/16 RG Good degree Good degree Good degree Good degree Good degree benchmark Count % Count % Count % Count % Count % Faculty of Science & Engineering School of Chemical Engineering and Analytical Sciences 147 83% 146 82% 173 85% 162 83% 144 79% 84% School of Chemistry 120 70% 129 73% 127 75% 115 76% 162 79% 80% School of Computer Science 122 69% 118 78% 135 76% 134 77% 135 79% 80% School of Earth and Environmental Sciences 95 73% 93 76% 52 69% 75 80% 121 82% 84% School of Electrical and Electronic Engineering 100 69% 131 75% 120 75% 149 74% 146 78% 74% School of Materials 173 64% 178 71% 156 65% 162 66% 229 82% 77% School of Mathematics 175 56% 215 62% 202 60% 209 69% 242 75% 74% School of Mechanical, Aerospace & Civil Engineering 218 76% 187 71% 210 70% 195 74% 182 72% 79% School of Physics and Astronomy 156 74% 140 69% 203 76% 173 81% 216 88% 77% S&E Total 1306 69% 1337 72% 1378 71% 1374 75% 1577 79% 78% Faculty of Humanities Humanities (Combined studies) 66 81% 13 87% Alliance Manchester Business School 343 74% 340 69% 340 71% 374 76% 375 76% 79% School of Arts, Languages and Cultures 1182 86% 1145 86% 966 86% 1065 86% 1091 89% 91% School of Environment, Education and Development 274 75% 290 83% 171 79% 236 91% 301 89% 85% School of Law 314 86% 292 77% 279 80% 316 81% 283 76% 83% School of Social Sciences 645 68% 705 73% 572 76% 660 75% 702 81% 83% Humanities Total 2824 78% 2785 79% 2328 79% 2651 81% 2752 84% 85% Faculty of Life Sciences School of Life Sciences 451 74% 453 79% 451 78% FLS Total 451 74% 453 79% 451 78% Faculty of Biology, Medicine & Health School of Dentistry n/a n/a n/a Manchester Medical School n/a n/a n/a School of Nursing, Midwifery and Social Work 334 57% 253 58% 259 63% Manchester Pharmacy School 129 75% 143 79% 126 90% School of Psychological Sciences 204 79% 235 82% 222 84% School of Biological Sciences 427 80% 403 83% 85% School of Health Sciences 704 75% 465 79% 80% BMH Total 667 66% 643 69% 620 74% 1151 76% 880 81% 82% Grand Total 5253 74% 5218 76% 4777 76% 5176 78% 5209 82%

Note:A good degree is equivalent to a 2:1 or better UoM above/= RG Note: Provisional data does not include the majority of Nursing degrees and small numbers of re-sits. UoM below RG

Page 96 of 148 RG School Benchmarking - Good degree Attainment

The good degree attainment measurement reflects the league table methodology and is based on all students who graduated in the 2015/16 academic year and received a classified degree. A ‘good degree’ is a degree classified as first or upper second class honours.

The RG good degree attainment benchmarking for the UoM Schools is calculated using JACS code matching and weighting according to the proportion of students attending courses within particular JACS code. The JACS codes are selected and weighted to reflect as closely as possible the teaching within each School.

Page 97 of 148 Student Degree Attainment by ethnicity and nationality 2013/14, 2014/15, 2015/16 and provisional 2016/17 PROVISIONAL 2013/14 2014/15 2015/16 2016/17 Ethnicity and Nationality Good Degree Total Good Degree Total Good Degree Total Good Degree Total Count % Count Count % Count Count % Count Count % Count UK domiciled White 703 78% 897 729 81% 903 659 83% 795 822 87% 946 BME 181 70% 258 166 69% 241 172 70% 244 193 75% 259 Faculty of Science & Engineering Not known 9 100% 9 0% 1 6 67% 9 0 NA 0 Non-UK domiciled 444 63% 700 483 61% 787 537 68% 792 562 72% 784 Faculty Total Total 1337 72% 1864 1378 71% 1932 1374 75% 1840 1577 79% 1989

Manchester Pharmacy School UK domiciled White 45 92% 49 38 97% 39 BME 65 74% 88 64 94% 68 Not known Non-UK domiciled 33 73% 45 24 73% 33 Total 143 79% 182 126 90% 140 School of Psychological Sciences UK domiciled White 185 88% 210 160 88% 182 BME 37 70% 53 48 76% 63 Not known Non-UK domiciled 13 52% 25 14 74% 19 Total 235 82% 288 222 84% 264 School of Nursing, Midwifery & Social UK domiciled White 237 60% 396 225 66% 343 Work BME 14 35% 40 30 50% 60 Not known Faculty of Biology, Medicine & Health 0% 2 Non-UK domiciled 2 100% 2 4 57% 7 Total 253 58% 440 259 63% 410 School of Biological Sciences UK domiciled White 308 84% 366 303 91% 333 BME 67 82% 82 47 71% 66 Not known 0% 1 0 NA 0 Non-UK domiciled 52 63% 82 53 62% 86 Total 427 80% 531 403 83% 485 School of Health Sciences UK domiciled White 487 82% 597 251 87% 289 BME 152 68% 225 154 69% 222 Not known 9 19% 47 0 NA 0 Non-UK domiciled 56 76% 74 60 81% 74 Total 704 75% 943 465 79% 585 Faculty Total 1151 76% 1507 880 81% 1086

UK domiciled White 1889 87% 2166 1430 87% 1647 1673 89% 1881 1720 91% 1899 BME 333 76% 436 323 81% 400 375 79% 476 398 78% 510 Faculty of Humanities Not known 6 86% 7 2 67% 3 26 54% 48 3 100% 3 Non-UK domiciled 557 61% 912 573 65% 883 577 67% 860 631 72% 876 Faculty Total Total 2785 79% 3521 2328 79% 2933 2651 81% 3265 2752 84% 3288

UK domiciled White 325 85% 381 296 85% 348 BME 72 69% 105 92 72% 128 Faculty of Life Sciences Not known 0 NA 0 Non-UK domiciled 56 62% 91 63 63% 100 Total 453 79% 577 451 78% 576

UK domiciled White 3390 82% 4110 2888 83% 3476 3139 86% 3656 3105 89% 3476 BME 708 72% 989 726 75% 965 772 74% 1039 793 75% 1062 University of Manchester Not known 15 83% 18 2 50% 4 41 39% 106 3 100% 3 Non-UK domiciled 1105 62% 1775 1161 63% 1829 1224 68% 1811 1308 72% 1822 University Total Total 5218 76% 6892 4777 76% 6274 5176 78% 6612 5209 82% 6363 Note: A good degree is equivalent to a 2:1 or better Note: Provisional data does not include the majority of Nursing degrees and small numbers of re-sits. Page 98 of 148 Student Degree Attainment by ethnicity and nationality by School 2015/16

UK domiciled Non-UK domiciled Total White BME Not known Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Count % Count Count % Count Count % Count Count % Count Count % count Faculty of Science & Engineering School of Chemical Engineering and Analytical Sciences 76 97% 78 19 70% 27 0% 1 67 74% 90 162 83% 196 School of Chemistry 88 85% 104 21 68% 31 1 100% 1 5 31% 16 115 76% 152 School of Computer Science 31 78% 40 19 90% 21 NA 84 74% 113 134 77% 174 School of Earth and Environmental Sciences 44 85% 52 14 82% 17 NA 17 68% 25 75 80% 94 School of Electrical and Electronic Engineering 22 71% 31 7 58% 12 0% 1 120 76% 158 149 74% 202 School of Materials 82 87% 94 21 68% 31 1 100% 1 58 49% 118 162 66% 244 School of Mathematics 106 75% 142 36 67% 54 2 100% 2 65 63% 104 209 69% 302 School of Mechanical, Aerospace & Civil Engineering 74 82% 90 22 67% 33 2 100% 2 97 70% 138 195 74% 263 School of Physics and Astronomy 136 83% 164 13 72% 18 0% 1 24 80% 30 173 81% 213 S&E Total 659 83% 795 172 70% 244 6 67% 9 537 68% 792 1374 75% 1840 Faculty of Humanities Alliance Manchester Business School 127 93% 136 42 76% 55 6 40% 15 199 69% 289 374 76% 495 School of Arts, Languages and Cultures 850 88% 965 125 78% 161 9 53% 17 81 83% 98 1065 86% 1241 School of Environment, Education and Development 169 92% 183 28 88% 32 8 100% 8 31 84% 37 236 91% 260 School of Law 161 87% 185 76 79% 96 NA 79 73% 108 316 81% 389 School of Social Sciences 366 89% 412 104 79% 132 3 38% 8 187 57% 328 660 75% 880 Humanities Total 1673 89% 1881 375 79% 476 26 54% 48 577 67% 860 2651 81% 3265 Faculty of Biology, Medicine & Health School of Biological Sciences 308 84% 366 67 82% 82 0% 1 52 63% 82 427 80% 531 School of Health Sciences 487 82% 597 152 68% 225 9 19% 47 56 76% 74 704 75% 943 BMH Total 807 82% 980 225 71% 319 9 18% 49 110 69% 159 1151 76% 1507 Note:A good degree is equivalent to a 2:1 or better Note: Provisional data does not include the majority of Nursing degrees and small numbers of re-sits.

Page 99 of 148 Student Degree Attainment by ethnicity and nationality by School 2016/17 PROVISIONAL DATA

UK domiciled Non-UK domiciled Total White BME Not known Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Count % Count Count % Count Count % Count Count % Count Count % count Faculty of Science & Engineering School of Chemical Engineering and Analytical Sciences 63 89% 71 26 68% 38 55 74% 74 144 79% 183 School of Chemistry 116 83% 139 28 74% 38 18 67% 27 162 79% 204 School of Computer Science 48 86% 56 15 88% 17 72 73% 98 135 79% 171 School of Earth and Environmental Sciences 70 88% 80 18 64% 28 33 85% 39 121 82% 147 School of Electrical and Electronic Engineering 30 77% 39 8 67% 12 108 80% 135 146 78% 186 School of Materials 115 96% 120 21 72% 29 93 72% 129 229 82% 278 School of Mathematics 143 88% 162 38 83% 46 61 54% 114 242 75% 322 School of Mechanical, Aerospace & Civil Engineering 73 77% 95 22 69% 32 87 70% 125 182 72% 252 School of Physics and Astronomy 164 89% 184 17 89% 19 35 81% 43 216 88% 246 S&E Total 822 87% 946 193 75% 259 562 72% 784 1577 79% 1989 Faculty of Humanities Alliance Manchester Business School 127 88% 144 58 79% 73 190 69% 274 375 76% 491 School of Arts, Languages and Cultures 889 91% 973 122 79% 155 1 100% 1 79 88% 90 1091 89% 1219 School of Environment, Education and Development 233 94% 247 44 86% 51 24 60% 40 301 89% 338 School of Law 133 85% 157 60 67% 90 90 71% 126 283 76% 373 School of Social Sciences 338 89% 378 114 81% 141 2 100% 2 248 72% 346 702 81% 867 Humanities Total 1720 91% 1899 398 78% 510 3 100% 3 631 72% 876 2752 84% 3288 Faculty of Biology, Medicine & Health School of Biological Sciences 303 91% 333 47 71% 66 53 62% 86 403 83% 485 School of Health Sciences 251 87% 289 154 69% 222 60 81% 74 465 79% 585 BMH Total 563 89% 631 202 69% 293 115 71% 162 880 81% 1086 Note:A good degree is equivalent to a 2:1 or better Note: Provisional data does not include the majority of Nursing degrees and small numbers of re-sits.

Page 100 of 148 Student Degree Attainment by gender 2013/14, 2014/15, 2015/16 and provisional 2016/17

2013/14 2014/15 2015/16 2016/17 (Provisional) Gender Good Degree Total Good Degree Total Good Degree Total Good Degree Total Count % Count Count % Count Count % Count Count % Count Female 486 75% 649 458 71% 647 441 77% 576 533 81% 655 Faculty of Science & Engineering Male 851 70% 1215 920 72% 1285 933 74% 1264 1044 78% 1334 Faculty Total Total 1337 72% 1864 1378 71% 1932 1374 75% 1840 1577 79% 1989

School of Pharmacy & Pharmaceutical Female 96 83% 116 86 91% 94 Sciences Male 47 71% 66 40 87% 46 Total 143 79% 182 126 90% 140 School of Psychological Sciences Female 202 82% 245 186 87% 214 Male 33 77% 43 36 72% 50 Total 235 82% 288 222 84% 264 School of Nursing, Midwifery & Social Female 239 59% 407 235 64% 370 Work Faculty of Biology, Medicine & Health Male 14 42% 33 24 60% 40 Total 253 58% 440 259 63% 410 School of Biological Sciences Female 255 82% 310 251 87% 290 Male 172 78% 221 152 78% 195 Total 427 80% 531 403 83% 485 School of Health Sciences Female 597 76% 786 374 82% 457 Male 107 68% 157 91 71% 128 Total 704 75% 943 465 79% 585 Faculty Total 1151 76% 1507 880 81% 1086

Female 1622 83% 1963 1332 81% 1642 1581 84% 1881 1633 86% 1895 Faculty of Humanities Male 1163 75% 1558 996 77% 1291 1070 77% 1384 1119 80% 1393 Faculty Total Total 2785 79% 3521 2328 79% 2933 2651 81% 3265 2752 84% 3288

Female 283 82% 345 292 81% 359 Faculty of Life Sciences Male 170 73% 232 159 73% 217 Total 453 79% 577 451 78% 576

Female 2933 79% 3736 2593 78% 3334 2882 81% 3570 2792 85% 3302 University of Manchester Male 2285 72% 3156 2184 74% 2940 2294 75% 3042 2417 79% 3061 University Total Total 5218 76% 6892 4777 76% 6274 5176 78% 6612 5209 82% 6363

Note: A good degree is equivalent to a 2:1 or better

Page 101 of 148 Student Attainment by gender by School 2013/14, 2014/15, 2015/16 and provisional 2016/17

2013/14 2014/15 Female Male Total Female Male Total Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Count % Count Count % Count Count % Count Count % Count Count % Count Count % Count Faculty of Science & Engineering School of Chemical Engineering and Analytical Sciences 46 88% 52 100 79% 126 146 82% 178 60 85% 71 113 86% 132 173 85% 203 School of Chemistry 54 75% 72 75 71% 105 129 73% 177 58 79% 73 69 72% 96 127 75% 169 School of Computer Science 24 89% 27 94 76% 124 118 78% 151 23 72% 32 112 77% 145 135 76% 177 School of Earth and Environmental Sciences 31 79% 39 62 74% 84 93 76% 123 16 70% 23 36 69% 52 52 69% 75 School of Electrical and Electronic Engineering 31 91% 34 100 71% 140 131 75% 174 18 86% 21 102 73% 140 120 75% 161 School of Materials 141 76% 186 37 59% 63 178 71% 249 110 65% 169 46 65% 71 156 65% 240 School of Mathematics 104 62% 167 111 62% 179 215 62% 346 100 61% 165 102 59% 172 202 60% 337 School of Mechanical, Aerospace & Civil Engineering 28 85% 33 159 69% 231 187 71% 264 29 83% 35 181 68% 267 210 70% 302 School of Physics and Astronomy 27 69% 39 113 69% 163 140 69% 202 44 76% 58 159 76% 210 203 76% 268 S&E Total 486 75% 649 851 70% 1215 1337 72% 1864 458 71% 647 920 72% 1285 1378 71% 1932 Faculty of Humanities Humanities (Combined studies) 9 100% 9 4 67% 6 13 87% 15 0 0% 1 0 n/a 0 0 0% 1 Alliance Manchester Business School 165 73% 227 175 65% 269 340 69% 496 166 72% 232 174 70% 247 340 71% 479 School of Arts, Languages and Cultures 744 89% 834 401 82% 490 1145 86% 1324 601 87% 692 365 84% 437 966 86% 1129 School of Environment, Education and Development 171 84% 204 119 83% 144 290 83% 348 99 79% 125 72 78% 92 171 79% 217 School of Law 194 79% 245 98 74% 132 292 77% 377 197 84% 235 82 71% 115 279 80% 350 School of Social Sciences 339 76% 444 366 71% 517 705 73% 961 269 75% 357 303 76% 400 572 76% 757 Humanities Total 1622 83% 1963 1163 75% 1558 2785 79% 3521 1332 81% 1642 996 77% 1291 2328 79% 2933 Faculty of Life Sciences School of Life Sciences 283 82% 345 170 73% 232 453 79% 577 292 81% 359 159 73% 217 451 78% 576 FLS Total 283 82% 345 170 73% 232 453 79% 577 292 81% 359 159 73% 217 451 78% 576 Faculty of Biology, Medicine & Health School of Dentistry n/a n/a n/a n/a n/a n/a Manchester Medical School n/a n/a n/a n/a n/a n/a School of Nursing, Midwifery and Social Work 239 59% 407 14 42% 33 253 58% 440 235 64% 370 24 60% 40 259 63% 410 Manchester Pharmacy School 96 83% 116 47 71% 66 143 79% 182 86 91% 94 40 87% 46 126 90% 140 School of Psychological Sciences 202 82% 245 33 77% 43 235 82% 288 186 87% 214 36 72% 50 222 84% 264 School of Biological Sciences School of Health Sciences BMH Total 542 70% 779 101 67% 151 643 69% 930 511 74% 686 109 74% 147 620 74% 833 Note:A good degree is equivalent to a 2:1 or better

Page 102 of 148 Student Attainment by gender by School 2013/14, 2014/15, 2015/16 and provisional 2016/17

2015/16 Provisional 2016/17 Female Male Total Female Male Total Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Good degree Total Count % Count Count % Count Count % Count Count % Count Count % Count Count % Count Faculty of Science & Engineering School of Chemical Engineering and Analytical Sciences 39 85% 46 123 82% 150 162 83% 196 29 74% 39 115 80% 144 144 79% 183 School of Chemistry 54 78% 69 61 73% 83 115 76% 152 66 85% 78 96 76% 126 162 79% 204 School of Computer Science 24 96% 25 110 74% 149 134 77% 174 19 83% 23 116 78% 148 135 79% 171 School of Earth and Environmental Sciences 25 93% 27 50 75% 67 75 80% 94 55 92% 60 66 76% 87 121 82% 147 School of Electrical and Electronic Engineering 30 81% 37 119 72% 165 149 74% 202 31 86% 36 115 77% 150 146 78% 186 School of Materials 119 69% 172 43 60% 72 162 66% 244 157 83% 190 72 82% 88 229 82% 278 School of Mathematics 83 71% 117 126 68% 185 209 69% 302 113 75% 150 129 75% 172 242 75% 322 School of Mechanical, Aerospace & Civil Engineering 28 74% 38 167 74% 225 195 74% 263 23 70% 33 159 73% 219 182 72% 252 School of Physics and Astronomy 39 87% 45 134 80% 168 173 81% 213 40 87% 46 176 88% 200 216 88% 246 S&E Total 441 77% 576 933 74% 1264 1374 75% 1840 533 81% 655 1044 78% 1334 1577 79% 1989 Faculty of Humanities Humanities (Combined studies) Alliance Manchester Business School 204 79% 257 170 71% 238 374 76% 495 203 82% 249 172 71% 242 375 76% 491 School of Arts, Languages and Cultures 694 88% 791 371 82% 450 1065 86% 1241 673 92% 735 418 86% 484 1091 89% 1219 School of Environment, Education and Development 149 92% 162 87 89% 98 236 91% 260 200 93% 215 101 82% 123 301 89% 338 School of Law 201 85% 237 115 76% 152 316 81% 389 182 75% 242 101 77% 131 283 76% 373 School of Social Sciences 333 77% 434 327 73% 446 660 75% 880 375 83% 454 327 79% 413 702 81% 867 Humanities Total 1581 84% 1881 1070 77% 1384 2651 81% 3265 1633 86% 1895 1119 80% 1393 2752 84% 3288 Faculty of Life Sciences School of Life Sciences FLS Total Faculty of Biology, Medicine & Health School of Dentistry Manchester Medical School School of Nursing, Midwifery and Social Work Manchester Pharmacy School School of Psychological Sciences School of Biological Sciences 255 82% 310 172 78% 221 427 80% 531 251 87% 290 152 93% 195 403 83% 485 School of Health Sciences 597 76% 786 107 68% 157 704 75% 943 374 82% 457 91 75% 128 465 79% 585 BMH Total 860 77% 1113 291 74% 394 1151 76% 1507 626 83% 752 254 86% 334 880 81% 1086 Note:A good degree is equivalent to a 2:1 or better

Page 103 of 148 Stellify

(iv) Step Up to (iv) Step Up to (iii) Make a Leadership: Leadership: difference: Participation in Participation in student (ii) Understand the issues that matter: student Manchester Leadership (i) Learn without boundaries student leadership Ethical Grand Challenges volunteering activities (HEAR- Award leadership (HEAR- reportable) activities (HEAR- ACTIVITY reportable) reportable) COUNT 2016/17 Sustainability Social Justice Workplace Ethics 2016/17 2016/17 2016/17 2016/17

Cross- school Total UCIL % % final teaching UG UG UG UG (all UG (all UG (all Total final % (UG, all % expected % % % % year UG (UG FTE (Yr 1) (Yr 2) (Yr 3) years) years) years) MLA year UG years) students Cohort all Cohort years)*

Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 73 8.1% 45 4.8% 162 62% 62 6.6% 89 9.5% 407 School of Chemistry 48 6.3% 105 14.5% 129 69% 21 2.9% 62 8.6% 223 School of Computer Science 86 13.1% 94 12.4% 200 74% 17 2.2% 63 8.3% 232 School of Earth and Environmental Sciences 115 25.2% 12 2.5% 95 66% 11 2.3% 49 10.4% 157 School of Electrical and Electronic Engineering 107 16.4% 81 10.5% 125 59% 55 7.1% 57 7.4% 210 School of Materials 33 3.9% 116 13.4% 100 45% 82 9.5% 59 6.8% 249 School of Mathematics 110 7.4% 60 5.4% 247 74% 33 3.0% 105 9.5% 343 School of Mechanical, Aerospace and Civil Engineering 113 9.6% 0 0.0% 285 69% 29 2.3% 92 7.2% 382 School of Physics and Astronomy 89 9.7% 11 1.1% 192 68% 11 1.1% 98 9.8% 421 S&E Total 974* 12.2% 524 6.4% 1535 66% 321 3.9% 674 8.2% 2624 Faculty of Humanities Alliance Manchester Business School 116 4.6% 146 8.2% 357 58% 56 3.1% 122 6.8% 443 School of Arts, Languages and Cultures 529 13.2% 201 4.7% 619 45% 63 1.5% 311 7.2% 1156 School of Environment, Education and Development 34 3.1% 75 7.0% 250 51% 24 2.2% 98 9.1% 315 School of Law 67 5.0% 33 2.5% 226 63% 20 1.5% 100 7.7% 314 School of Social Sciences 633 21.6% 152 5.1% 533 50% 86 2.9% 250 8.5% 818 Humanities Total 1379 11.6% 607 5.3% 1985 51% 249 2.2% 881 7.7% 3046 Faculty of Biology, Medicine & Health School of Biological Sciences 265 13.6% 168 8.2% 429 69% 102 5.0% 162 7.9% 589 School of Medical Sciences 202 8.3% 4 0.2% 362 78% 28 1.1% 228 8.9% 953 School of Health Sciences 32 1.0% 215 6.4% 634 62% 48 1.4% 187 5.6% 1312 BMH Total 499 6.6% 387 4.8% 1425 68% 178 2.2% 577 7.2% 2854 Grand Total 2852 10.4% 1632** 5.9% 4945 59% 748 2.7% 2132 7.7% 8524

NOTES Data are headcounts with the exception of cross-school teaching, which is FTE of students recorded as taking modules taught by a different School Cross school teaching: *FSE total includes 200 Foundation Year students Data are from Campus Solutions with the exception of the manual adjustments from SBS to CEAS/Chemistry/SEAS and SMS to SBS/SHS FTEs are calculated on the basis of recorded proportions of school provision to course units Data will not include all cross school teaching between schools in FBMH UCIL total includes 114 ULC students (Directorate for Student Experience) For data on Stellify Create My Future (DLHE metrics), see Graduate Employability - Data on Positive Destinations

Page 104 of 148 Social Responsibility Performance 2016/17: Faculty and School Overview

Overview

Number of 10,000 actions Policy @ Number of School sustainability Number of completed manchester governors champions action plans 2016/17 2016/17 2016/17 2016/17 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 1 3 8 26 School of Chemistry 2 3 25 School of Computer Science 1 3 2 6 School of Earth and Environmental Sciences 6 1 7 22 School of Electrical and Electronic Engineering 3 0 3 17 School of Materials 4 3 5 12 School of Mathematics 4 3 21 School of Mechanical, Aerospace and Civil Engineering 10 5 15 47 School of Physics and Astronomy 4 3 1 18 S&E Total 40 33 63 235 Faculty of Humanities Alliance Manchester Business School 43 9 13 80 School of Arts, Languages and Cultures 19 4 6 59 School of Environment, Education and Development 42 13 13 77 School of Law 19 6 17 School of Social Sciences 42 7 8 61 Humanities Total 179 49 52 341 Faculty of Biology, Medicine & Health School of Biological Sciences 9 10 13 64 School of Medical Sciences 9 14 16 74 School of Health Sciences 35 21 26 63 BMH Total 60 51 81 279 University Grand Total 325 199 196 855 2020 Target

Page 105 of 148 Priority one: Research with social and environmental impact

Research with social and/or environmental impact (one example of Area/School Brief evidence of impact on policy and/or practice research with local social impact and one example with environmental impact)

Faculty of Science & Engineering Led by Professor Julien Harou, the water resources group (MACE) is involved in a series of dam evaluation projects in Africa and Asia with external partners Harou et al 1 Optimising international water resources including the International Finance Corporation. The project is helping to filter millions of alternative projects to ensure that the chosen project is the one with (MACE) the most positive economic impacts and the least negative ecological impacts.

Graphene-based sieve turns seawater into Prof Rahul Prof Rahul Nair’s team reported in Nature Nanotechnology, the invention of a graphene-oxide membrane that sieves salt out of seawater. This scientific 2 drinking water (CEAS & NGI) breakthrough was widely covered in the media and could help millions of people without ready access to clean drinking water.

Faculty of Humanities Dr Jonathan Darling's research findings are having a wide-ranging impact on shaping discussions on asylum. Jonathan’s work has informed Parliamentary debate, third sector policy positions, and views and recommendations of MPs and Committees, for example The Minister of State for Immigration announced increased funding for welfare officers, stronger complaints procedures within accommodation, and increased support for the extension of dispersal to new areas, all of which were recommendations from this research. This impact will continue as the government considers new models of asylum accommodation Producing urban asylum: shaping policies for 1 Geography, SEED from 2019 onwards: this research will be at the forefront of shaping these deliberations. the housing of asylum seekers in Britain The research has been widely covered in both national and international press and formed part of a Radio 4 documentary and a segment for BBC Newsnight, with Jonathan having 28 appearances on the BBC as well as communicating the research directly with the public at the ESRC Festival of Social Science

The Hydro-Citizenship project, led by Professor Stephen Bottoms, was written into the governance structure for Bradford flood planning, and is also now part of a catchment-wide network looking at development of second stage of Leeds Flood Alleviation Scheme (funded with £60m from central government). The project has involved direct external engagement with stakeholder organisations including the Environment Agency, the Canal and Rivers Trust, the Aire Rivers The Towards Hydro-Citizenship research Trust, Bradford District Metropolitian Council, Friends of Bradford’s Becks, Kirkgate Community Centre (Shipley), and the Hirst Wood Regeneration Group. 2 Drama, SALC project Community engagement work has resulted directly in the establishment of a new community interest organisation, the Higher Coach Road Residents Group (also Shipley), with specific environmental aims. Collaboration with arts festivals including Saltaire Festival, Shipley Street Arts Festival and Leeds Waterfront Festival has led to commissions from each for outdoor performance activities, engaging the public with local waterways and community heritage.

Faculty of Biology, Medicine & Health England's health as a tale of two nations: North- Prof Iain Buchan's study (published in BMJ's Journal of Epidemiology and Community Health) which has found more people in the North of England are dying South disparities in English mortality 1965- School of Health early than those in the South in a growing health divide across the country. The study calls for a new approach that addresses the economic and social factors 1 2015: longitudinal population study (local Sciences that underpin early deaths, especially in younger populations and that rebalances the wder economy to help drive intvestment in northern towns and cities. social impact) The article received major media interest. #BritainBreathing is a citizen science project involving the UK population as 'citizen sensors' to help understand more about seasonal allergies by using wide School of Health 2 #Britain breathing (environmental impact) scale human data on when and where symptoms develop and link this to other data such as weather and air pollution. Funding permitting, the project will Sciences enhance the project through local consultation in collaboration with the School of Earth and Environmental Sciences

Page 106 of 148 Priority one: Research with impact

Staff engaged in policy@manchester network

2014/15 2015/16 2016/17 % of % of % of Total Academic academic Total Academic academic Total Academic academic Number Staff No. * staff* Number Staff No. * staff* Number Staff No. * staff* Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 1 0.0% 1 0.0% 1 0 0.0% School of Chemistry 2 1 0.3% 3 1 0.3% 2 0 0.0% School of Computer Science 1 1 0.5% 1 1 0.4% 1 1 0.4% School of Earth and Environmental Sciences 6 5 2.8% 6 5 2.8% 6 5 2.4% School of Electrical and Electronic Engineering 2 2 0.8% 2 2 0.8% 3 2 0.7% School of Materials 2 1 0.4% 4 1 0.3% 4 1 0.3% School of Mathematics 0.0% 0.0% 0.0% School of Mechanical, Aerospace and Civil Engineering 11 11 4.0% 8 8 2.7% 10 10 3.5% School of Physics and Astronomy 2 1 0.3% 4 3 1.1% 4 3 1.0% FSE Total 31 23 1.0% 35 22 1.0% 40 24 1.0% Faculty of Humanities Alliance Manchester Business School 37 33 8.8% 41 37 9.4% 43 39 9.4% School of Arts, Languages and Cultures 14 13 2.1% 17 15 2.4% 19 16 2.7% School of Environment, Education and Development 48 42 13.2% 49 39 11.7% 42 34 9.5% School of Law 16 16 14.0% 20 20 17.7% 19 19 15.8% School of Social Sciences 53 48 11.7% 48 44 10.5% 42 38 9.0% Humanities Total 179 155 8.4% 189 159 8.5% 179 150 7.8% Faculty of Biology, Medicine & Health School of Biological Sciences 9 7 1.0% School of Medical Sciences 9 7 1.1% School of Health Sciences 35 32 3.4% CRUKMI 0.0% 0.0% 0.0% BMH Total 53 40 2.4% 54 40 2.3% 60 46 1.9% Grand Total Faculties 279 230 3.6% 292 231 3.5% 279 220 3.3% Central PSS and others 48 0.0% 45 0.0% 46 University Total 327 230 3.5% 337 231 3.5% 325 220 3.3%

* Academic staff defined as ATO, ATR and RO

Page 107 of 148 Priority two: Socially responsible graduates

Brief description of current engagement with, and contribution towards, the Social Justice and Workplace Ethics elements of the Ethical Grand Ethical Grand Challenges Challenges programme

Faculty of Science & Engineering FSE is contributing to the Social Justice Challenge by leading the Theme entitled ENERGY. This is led by Prof Joseph Mutale, the SR director for EEE and Dr Richard Fields also of the School of Electrical and Electronic Engineering. Additionally, we are also having a strong push on Stelify through School leads and Beeline publicity. This year our students from the Schools of Computer Science and Materials have undertaken volunteering missions to Malawi and India.

Faculty of Humanities Within the Faculty we have colleagues who are active members of the strategy and operational groups for the Ethical Grand Challenge programme and both PSS and Academic colleagues from all five Schools are actively involved with the role out of the Sustainability Challenge. As a Faculty we aim to increase the participation of our students in the challenge from the 51% baseline set in 2016 and have participated with the Sustainability Communications Group to aid targeted communications going to all colleagues to increase both their awareness and understanding of the Sustainability Challenge. Humanities have led on the Social Justice challenge for second year students. Following a number of pilot activities, the Social Justice Implementation Group has developed an online Social Justice Challenge which will be launched in October 2017. The online program will complement a number of campus based events that will take place during the academic year that will give students the opportunity to participate with volunteering and social justice issues under the ‘JustFest Presents’ banner.

Faculty of Biology, Medicine & Health

Social Justice: FBMH academics contributed to the development of new online learning activities, exploring health and social justice that will be part of the Social Justice Challenge in 2017-18. The Healthcare Workplace Ethics Challenge was opened up to more programmes in FBMH in 2016/17. Progress has also been made towards overcoming challenges (timetabling and students located off campus) to ensure all (year 3+) students on healthcare related programmes have the opportunity to participate for 18/19. A member of academic staff from Social Work and BMH PSS staff contributed to the successful development and piloting of a new WPE Challenge, with a safeguarding focus for students interested in working with children and young people.

One example where approaches to teaching and learning have created positive impact on society in local communities Social and environmental impact through learning Area/School and one example with positive environmental impact

Faculty of Science & Engineering The Computer Science team, Manchester Deaf Centre, The School of Law has created and run the “Manchester Deaf Centre Hackathon”, aimed at making it easier for deaf people to make themselves heard in the legal community. Mixed teams of law and computer science 1 Manchester Deaf Centre Hackathon Computer Science students developed software to improve access for deaf people to legal services. The winning application is a “one stop shop” for legal service support including FAQs (in simplified English and British Sign Language) as well as an experimental speech-to-sign dictaphone feature. Students continue to work on a number of Social Responsibility related projects in their third or fourth year of undergraduate study, 2 Social Responsibility Projects MACE/CEAS including reducing energy and paper footprint.

Page 108 of 148 One example where approaches to teaching and learning have created positive impact on society in local communities Social and environmental impact through learning Area/School and one example with positive environmental impact

Faculty of Humanities This course aims to create an applied learning environment, where students can experiment and mobilize contemporary debates in social architecture by directly engaging with community organizations, social movements and local collectives in the production and construction of unique spatial settings. In 2016-17 Prefigurative Architectures partnered with the Way-Yin Welcome centre in Cheetham Hill in north Manchester to address the Prefigurative Architectures issue of homelessness and temporary housing. In an attempt to harness the technical abilities of the centre’s volunteers, the students 1 Architecture, SEED A course for March students led by Dr Leandro Minuchin collated a library of free or affordable building materials. This catalogue was then used to design a series of physical interventions seeking to highlight the potential of NGOs to construct infrastructural support systems. The workshop has been favourably assessed by external examiners who praised its originality in developing a learning platform where the development and construction of social architectures encourages students to view practical interventions and experiments as a means of engaging with pressing social and urban debates.

Students examine social scientific perspectives on major global challenges such as inequality, climate change, migration, radicalisation and corporate power and the role of both large organisations and individuals as contributing to, and potentially helping to solve, these challenges. Additionally the course challenges students to consider how we take what we learn from social science and communicate this to a broader audience. For 2016-17, supported through Social Responsibility in the Curriculum, Kevin designed a writing assignment that Global Social Challenges asked students to communicate important sociological ideas through blog posting. They had to address debates they encountered in the 2 A module for first year undergraduates led by Dr Kevin Sociology, SoSS news, media or online, but on the basis of the scholarly knowledge they were encountering (often for the first time). They had to write in Gillan an accessible and engaging style, that neither hid their passions behind technical language nor lost sight of the need for considered reflection and evidence. We ended up with a collection of 70 blog posts from nearly 60 authors on seven social challenges. These have now been published on the Global Social Challenges blog (www.manchester.ac.uk/global-social-challenges/) and featured in the Times Higher Education.

Faculty of Biology, Medicine & Health Student led delivery of healthcare workshops (smoking School of Health 1 awareness; sexual health awareness) to high school pupils Student led delivery of healthcare workshops (smoking awareness; sexual health awareness) to high school pupils (SHS) Sciences (SHS) (social impact) This program was planned and set up by Amanda Bamford and Ashley Dean, a National Trust ranger, as a collaborative partnership approach to enable undergraduate biological sciences students to gain some practical experience working with one of the UK’s largest conservation charities and for the NT to gain valuable biological records for estate data. The project allows students to fulfill social responsibilities in environmental sustainability by providing an opportunity to help NT Rangers in the collection and recording of habitat, species and biological data within their conservation properties. The project was started at Styal Estate where a partnership and network National Trust/University of Manchester Biological Sciences School of Biological 2 between NT and UoM was established. This work experience programme offers a three-way benefit to the NT, UoM and the students Work Experience (environmental impact) Sciences themselves. NT gain biological records, UoM benefit from offering placements to students who can explore practical skills and implement their learned recording knowledge and lastly the students get the invaluable experience of having worked in the field with a conservation charity; something highly sought after in the employment sector. The programme consists of 6 events held at Styal Mill throughout the year. The programme was oversubscribed in 2017-18 with 60 students applying for the 15 places. Feedback is excellent and I have seen students use it in their cv to great effect.

Page 109 of 148 Priority three: Engagement (i)

Staff who are School Governors

2014/15 2015/16 2016/17

% of total % of total % of total Number staff Number staff Number staff Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 2 0.9% 2 1.0% 3 1.4% School of Chemistry 4 1.0% 3 0.7% 3 0.7% School of Computer Science 3 1.2% 3 1.1% 3 1.1% School of Earth and Environmental Sciences 1 0.5% 1 0.5% 1 0.4% School of Electrical and Electronic Engineering 0 0.0% 0 0.0% 0 0.0% School of Materials 2 0.5% 2 0.5% 3 0.8% School of Mathematics 4 1.9% 4 1.9% 4 1.9% School of Mechanical, Aerospace and Civil Engineering 0 0.0% 0 0.0% 5 1.3% School of Physics and Astronomy 2 0.5% 1 0.2% 3 0.7% Faculty Office + others 6 2.4% 3 1.4% 8 2.9% S&E Total 24 0.8% 22 0.7% 33 1.0% Faculty of Humanities Alliance Manchester Business School 11 1.8% 11 1.8% 9 1.4% School of Arts, Languages and Cultures 2 0.3% 4 0.5% 4 0.5% School of Environment, Education and Development 10 2.5% 10 2.4% 13 2.9% School of Law 4 2.8% 5 3.3% 6 3.8% School of Social Sciences 6 1.3% 7 1.5% 7 1.4% Faculty Office + others 7 5.7% 7 5.3% 10 9.0% Humanities Total 40 1.6% 44 1.7% 49 1.9% Faculty of Biology, Medicine & Health School of Biological Sciences 10 1.1% School of Medical Sciences 14 1.8% School of Health Sciences 21 1.7% Faculty Office + others 6 0.7% BMH Total 27 1.0% 33 1.2% 51 1.4% Grand Total Faculties 101 1.1% 109 1.1% 133 1.4% PSS and others 60 2.2% 64 2.3% 66 2.3% University Total 161 1.3% 173 1.4% 199 1.6% Page 110 of 148 * Academic staff defined as ATO, ATR and RO Priority three: Engagement (ii)

Numbers of the One significant example of public or community engagement in the Number of staff Area/School public involved How impact of PE activity was assessed past year involved (approx) Faculty of Science & Engineering

#ScienceX, our Faculty's flagship PE event, was successfully held again in c.120 volunteers April at the intu Trafford Centre, engaging a very broad demographic Demographic and evaluation data was collected via forms at the event. Many attendees reported having Faculty Office (staff and c.2,500 with science and engineering. All Schools and some Research Institutes 'learnt' lots about science and engineering and felt inspired by the activities. students) supported with delivering activities at this event.

Faculty of Humanities In 2016-17 the clinic: - advised over 55 clients - trained over 120 students Dementia Law Clinic Law 6 70 - was supported by 11 supervising volunteer lawyers - worked with the charity Making Space across 5 'hotspot' dementia-friendly sites across the North The clinic also won three awards for the work that it does

Faculty of Biology, Medicine & Health International programme of work in Gulu in partnership with HCRI (Humanitarian and Conflict Response Institute) related to disability Faculty of Biology, services in Uganda. Medicine and 1. The number of limbs fitted using the outreach model. 2. The number of student placements in low and Health and the 7 150 middle income countries (LMICs). 3. Policy documents to influence health policy related to disability Faculty of services in Uganda. Humanities (HCRI)

Page 111 of 148 Priority four: Responsible processes Summary. More detailed information is provided for consideration at HR Sub-Committee Academic staff

Number and proportion of BME staff who are SL, Number and proportion of women at SL, R and Number and proportion of BME staff R and Profs (ie grade 8 and above) Profs (ie grade 8 or above) Number % Number % Target % Number % Target % Faculty of Science & Engineering core academics 96 15% 56 13% 61 14% 2014/15 research & other academics 202 31% core academics 109 16% 57 13% 62 14% 2015/16 research & other academics 201 32% core academics 117 16% 65 14% 66 14% 2016/17 research & other academics 242 32% Faculty of Humanities core academics 119 12% 59 11% 184 33% 2014/15 research & other academics 46 16% core academics 125 13% 61 11% 196 34% 2015/16 research & other academics 46 16% core academics 134 13% 63 11% 202 35% 2016/17 research & other academics 71 21% Faculty of Life Sciences core academics 17 7% 10 7% 39 28% 2014/15 research & other academics 67 21% core academics 16 7% 11 8% 42 29% 2015/16 research & other academics 66 23% Faculty of Biology, Medicine & Health *** core academics 71 11% 30 7% 177 42% 2014/15 research & other academics 160 16% core academics 77 11% 32 7% 188 43% 2015/16 research & other academics 128 16% core academics 105 11% 44 8% 241 42% 2016/17 research & other academics 217 20% Total 2014/15 core academics 453 12% 155 10% 16%** 461 30% 45%** 2015/16 core academics 327 13% 161 10% 17%** 488 31% 44%** 2016/17 core academics 356 13% 172 10% 18%** 510 31% 44%**

Note:* based on Known Data Note: ** = lecturer pool Note:*** includes Cancer Reasearch UK Manchester Institute (CRUMKMI)

Page 112 of 148 Priority five: Environmental sustainability ES Enthusiasts, Green Impact Teams and 10,000 Actions Actual Target Actual Target 10,000 Actions Number of Number of sustainability Number of green Number of sustainability enth/ Number of green impact teams % of all enthusiasts/ champions impact teams completed champions action plans staff 2014/15 2015/16 2016/17 2016/17 2017/18 2014/15 2015/16 2016/17 2016/17 2017/18 2016/17 2016/17 Faculty of Science & Engineering School of Chemical Engineering and Analytical Science 3 3 8 3 4 1 1 2 1 14 26 12.0% School of Chemistry 3 2 1 2 25 5.6% School of Computer Science 1 1 2 4 3 1 1 1 1 1 6 2.2% School of Earth and Environmental Sciences 4 4 7 5 6 7 7 4 10 11 22 8.4% School of Electrical and Electronic Engineering 2 2 3 3 4 1 1 17 5.1% School of Materials 1 1 5 2 4 4 4 2 6 6 12 3.1% School of Mathematics 2 2 3 3 3 1 2 21 10.1% School of Mechanical, Aerospace and Civil Engineering 15 15 15 10 12 3 3 1 4 5 47 12.3% School of Physics and Astronomy 1 1 1 2 3 1 2 3 18 4.2% Faculty/PSI/Dalton/other 8 12 19 7 12 4 4 2 4 4 41 14.7% S&E Total 37 41 63 42 53 20 20 13 31 49 235 7.3% Faculty of Humanities Alliance Manchester Business School 3 10 13 10 10 0 1 3 2 3 80 12.7% School of Arts, Languages and Cultures 8 10 6 5 5 3 3 1 2 2 59 8.0% School of Environment, Education and Development 11 12 13 12 12 2 4 1 6 3 77 17.3% School of Law 1 1 6 6 1 1 17 10.7% School of Social Sciences 8 9 8 11 11 1 1 1 1 61 12.5% SCI 2 2 2 Faculty/other 6 7 12 10 1 2 3 2 47 42.3% Humanities Total 39 51 52 44 56 7 11 8 12 12 341 13.3% Faculty of Biology, Medicine & Health School of Biological Sciences 13 10 11 4 10 9 64 7.3% School of Medical Sciences 16 10 11 4 10 9 74 9.6% School of Health Sciences 26 10 11 5 10 9 63 5.1% CRUK Manchester Institute 2 2 3 0.9% Faculty/other 7 6 26 4 4 4 4 1 4 3 75 13.8% BMH Total 44 47 81 34 37 23 23 14 34 30 279 7.4% Grand Total 140 161 196 120 146 68 72 35 77 91 855 6.9%

Page 113 of 148 2017 Staff Survey Questions At least 10 percentage points better than the University score 5-10 percentage points worse than the University score At least 10 percentage points worse than the University score

Q1.1 The University isQ1.4 a good I feel place valued to work by theQ1.10 people Overall, I work I am with satisfiedQ2.6 On Universitywith the my whole, job. is effective communicationQ4.6 Myfind immediate a good in the work-life lineQ5.1 manager balanceHaveperformance you helpsprobation had me anand Q7.9 individualreview development I 'Frequently'feel in thestressed last review 12and at months?Q8.5 workor'Occasionally') (c) regard('Always', I feelperformance tothe rewarding UniversityQ10.3 exceptional actsprepare More fairly could for with and be Q10.5donecope towith as I believehelp a changeresult staff positive of thisResponse survey.action will rate be (%) taken Faculty of Science and Engineering School of Chemical Engineering and Analytical Science 98 89 92 63 76 77 93 62 80 68 71% School of Chemistry 94 79 83 57 63 61 91 61 78 58 63% School of Computer Science 86 84 73 56 59 65 94 56 85 49 61% School of Earth and Environmental Sciences 92 83 83 48 61 71 96 61 83 53 70% School of Electrical and Electronic Engineering 90 78 81 50 57 82 95 59 84 50 56% School of Materials 91 79 80 54 64 72 91 60 86 65 68% School of Mathematics 96 83 90 66 60 82 88 74 74 59 78% School of Mechanical, Aerospace and Civil Engineering 90 77 76 52 57 65 97 55 87 56 68% School of Physics and Astronomy 95 84 81 70 69 68 91 63 78 53 55% S&E Total 92 81 80 56 63 71 93 59 82 57 63% Faculty of Humanities Alliance Manchester Business School 89 76 78 59 62 82 94 52 86 57 70% School of Arts, Languages and Cultures 83 77 71 44 53 72 96 49 82 41 67% School of Environment, Education and Development 92 86 80 64 67 77 93 62 82 62 66% School of Law 91 76 83 51 58 82 98 60 87 62 71% School of Social Sciences 90 84 81 50 64 84 97 65 79 50 72% Humanities Total 88 80 77 54 62 79 95 56 83 53 68% Faculty of Biology, Medicine and Health School of Biological Sciences 95 80 83 59 65 54 94 63 76 58 78% School of Medical Sciences 96 80 84 65 68 70 93 64 80 58 61% School of Health Sciences 96 87 86 73 73 75 92 65 72 66 70% CRUK Manchester Institute 98 86 86 77 74 84 92 63 70 63 51% BMH Total 96 83 84 66 70 66 93 64 77 61 65% University Total 2017 93 81 81 62 70 72 91 60 80 59 72% University Total 2015 94 82 82 63 67 70 91 59 77 63 70% University Total 2013 94 80 82 61 63 64 93 56 78 59 71% 2020 Target 80 75%

Page 114 of 148 2015 Staff Survey Questions At least 10 percentage points better than the University score 5-10 percentage points worse than the University score At least 10 percentage points worse than the University score

Q1.1 The University isQ1.4 a good I feel place valued to work by theQ1.10 people Overall, I work I am with satisfiedQ2.6 On Universitywith the my whole, job. is effective communicationQ4.6 Myfind immediate a good in the work-life lineQ5.1 manager balanceHaveperformance you helpsprobation had me anand Q7.9 individualreview development I 'Frequently'feel in thestressed last review 12and at months?Q8.5 workor'Occasionally') (c) regard('Always', I feelperformance tothe rewarding UniversityQ10.3 exceptional actsprepare More fairly could for with and be Q10.5donecope towith as I believehelp a changeresult staff positive of thisResponse survey.action will rate be (%) taken Faculty of Engineering and Physical Sciences School of Chemical Engineering and Analytical Science 95 78 88 59 66 76 93 64 85 71 60% School of Chemistry 97 82 87 63 60 58 89 62 71 61 55% School of Computer Science 94 81 78 53 62 50 93 61 81 56 70% School of Earth, Atmospheric and Environmental Sciences 97 79 87 52 59 38 98 66 83 61 62% School of Electrical and Electronic Engineering 92 76 79 49 56 60 96 54 81 53 59% School of Materials 95 80 80 53 59 44 92 58 80 68 60% School of Mathematics 96 82 85 67 56 89 92 67 64 57 81% School of Mechanical, Aerospace and Civil Engineering 92 81 79 51 59 57 93 48 76 53 62% School of Physics and Astronomy 93 81 82 66 64 50 89 58 73 59 66% EPS Total 94 81 82 58 62 56 92 58 77 61 62% Faculty of Humanities Manchester Business School 92 78 79 60 62 75 94 50 83 62 65% School of Arts, Languages and Cultures 83 74 69 46 54 84 95 48 85 43 65% School of Environment, Education and Development 94 83 81 60 57 77 94 62 86 57 60% School of Law 90 79 80 55 62 75 92 61 81 63 75% School of Social Sciences 92 85 81 53 66 83 94 65 79 55 71% Humanities Total 90 79 77 55 61 80 94 55 83 56 66% Faculty of Life Sciences Faculty of Life Sciences 93 82 85 64 64 58 93 62 77 62 60% FLS Total 93 82 85 64 64 58 93 62 77 62 60% Faculty of Medical and Human Sciences Faculty Institute of Brain, Behaviour & Mental Health 99 88 90 66 68 58 95 65 68 70 60% Faculty Institute of Cancer Sciences 94 77 79 71 62 81 93 64 72 62 67% Faculty Institute of Cardiovascular Sciences 96 82 93 77 65 80 91 78 69 74 64% Faculty Institute of Human Development 98 93 90 77 67 74 96 68 70 62 68% Faculty Institute of Inflammation & Repair 98 86 87 73 74 72 93 63 72 68 65% Faculty Institute of Population Health 97 88 86 66 68 62 93 65 74 61 63% Manchester Medical School 98 89 91 69 72 82 85 64 76 66 71% School of Dentistry 93 86 84 71 70 90 86 64 77 59 52% School of Nursing, Midwifery and Social Work 93 84 82 77 62 72 95 65 66 76 77% Manchester Pharmacy School 99 89 84 77 72 81 95 68 73 72 66% School of Psychological Sciences 95 88 86 68 67 76 96 68 72 71 68% Cancer Research UK Manchester Institute 99 85 86 69 76 87 92 63 68 69 61% MHS Total 97 87 86 71 70 75 93 65 72 68 66% University Total 2015 94 82 82 63 67 70 91 59 77 63 70% University Total 2013 94 80 82 61 63 64 93 56 78 59 71% 2020 Target 80 50% Page 115 of 148 2013 Staff Survey Questions At least 10 percentage points better than the University score 5-10 percentage points worse than the University score At least 10 percentage points worse than the University score

Q1.1 The University isQ1.4 a good I feel place valued to work by theQ1.10 people Overall, I work I am with satisfiedQ2.6 On Universitywith the my whole, job. is effective communicationQ4.6 Myfind immediate a good in the work-life lineQ5.1 manager balanceHaveperformance you helpsprobation had me anand Q7.8 individualreview development I 'Frequently'feel in thestressed last review 12and at months?Q8.4 workor'Occasionally') (c) regard('Always', I feelperformance tothe rewarding UniversityQ10.3 exceptional actsprepare More fairly could for with and be Q10.5donecope towith as I believehelp a changeresult staff positive of thisResponse survey.action will rate be (%) taken Faculty of Engineering and Physical Sciences School of Chemical Engineering and Analytical Science 88 71 77 52 63 27 97 52 82 51 62% School of Chemistry 95 79 83 66 53 65 94 55 72 54 56% School of Computer Science 91 83 84 53 64 45 94 54 83 42 66% School of Earth, Atmospheric and Environmental Sciences 88 70 76 33 46 27 97 54 83 47 71% School of Electrical and Electronic Engineering 96 87 86 57 59 53 94 59 75 60 64% School of Materials 91 79 77 49 56 41 95 50 77 60 59% School of Mathematics 93 82 88 61 57 86 90 70 68 52 89% School of Mechanical, Aerospace and Civil Engineering 88 76 79 49 58 55 96 46 82 50 57% School of Physics and Astronomy 92 75 84 53 57 54 91 64 78 47 62% EPS Total 92 79 81 53 58 52 94 57 78 53 Faculty of Humanities Manchester Business School 91 77 79 60 58 66 92 44 88 51 71% School of Arts, Languages and Cultures 87 78 75 41 50 55 97 52 89 45 66% School of Education 91 85 82 51 43 70 95 60 91 47 66% School of Environment and Development 95 79 86 53 57 70 98 61 83 56 69% School of Law 88 76 74 46 51 69 93 48 86 57 64% School of Social Sciences 93 89 84 56 69 71 96 59 71 55 71% Humanities Total 91 80 79 52 58 66 95 52 84 52 Faculty of Life Sciences School of Life Sciences 94 80 84 71 60 64 95 65 75 66 64% FLS Total 94 80 84 71 60 64 95 65 75 66 Faculty of Medical and Human Sciences Faculty Institute of Brain, Behaviour & Mental Health 96 87 77 69 66 53 95 63 74 64 61% Faculty Institute of Cancer Sciences 97 84 85 73 66 67 95 66 69 65 79% Faculty Institute of Cardiovascular Sciences 95 79 83 74 66 64 88 71 74 70 69% Faculty Institute of Human Development 97 87 90 78 71 71 97 65 65 65 62% Faculty Institute of Inflammation & Repair 96 82 84 66 67 55 96 63 77 67 77% Faculty Institute of Population Health 96 80 81 61 66 45 95 55 73 61 74% Manchester Medical School 98 85 85 76 73 73 94 65 84 62 75% School of Dentistry 100 85 92 84 65 89 94 58 74 63 59% School of Nursing, Midwifery and Social Work 90 74 78 69 50 56 94 55 77 69 80% Manchester Pharmacy School 97 84 89 69 67 68 95 62 69 56 71% School of Psychological Sciences 92 88 82 72 58 61 97 64 63 66 63% Paterson Institute for Cancer Research 98 83 85 70 67 81 97 54 60 63 47% MHS Total 96 83 83 70 65 62 95 61 73 64 University Total 94 80 82 61 63 64 93 56 78 59 71% 2020 Target 80 50% Page 116 of 148 Staff Survey 2017: Action Plan Faculty of Science and Engineering

Name of Author: Sarah Heath and Pia Pollock

September 2017

Part A - Actions to support University Level Themes • Your plan should record those actions which respond directly to the University level themes identified in the Staff Survey 2017

• You may wish to include items from your Staff Survey 2015 outcomes which are still relevant and in progress

Please record your principal actions Person Timescale Progress and Evaluation Action Notes points Responsible Include dates of meetings, reports Completed and details of how staff are engaged in the process Leadership and Managing Change To lead a Faculty wide PSSLT DoFO Ongoing. This will include a Development Change Project with the aim of First phase of Programme for Tier 4 PSS embedding, via a range of activities, Tier 4 Managers within FSE. a culture of continuous change Development within the FSE PSS population. Programme delivered by July 2018. Dignity at Work Continue to emphasise “We Get It” VD of SR March 2018 campaign regarding bullying and harassment.

Page 117 of 148 Staff Survey 2017: Part B – Local Action Plan Template • Your plan should record those actions which respond directly to local findings, it should list no more than 3/4 achievable actions overall

• You may wish to include items from your Staff Survey 2015 outcomes which are still relevant and in progress

Please record your principal actions Person Timescale Progress and Evaluation Action Notes points Responsible Include dates of meetings, reports Completed and details of how staff are engaged in the process Performance Development Low proportion of Research staff across the faculty (FSE average for Research=50%), with an exception of the School of Mathematics (93%), had had an individual performance and development review or probation review in the last 12 months. Relatively many colleagues from Teaching & Academic and PSS groups responded that the outcomes of their P&DR had not been followed up as expected, e.g. in receiving the training, learning and development identified (50% T&A; 48% PSS). Promote and undertake P&DR Dean, DoFO May 2018 Promote via Beeline and other training. HoS, HoSA communication channels Line Management Large proportions of staff in Teaching & Academic and in some PSS areas felt that their immediate line manager did not engage positively with the activities outlined in this section of the questionnaire, such as providing feedback about their performance, giving recognition for work well done and communicating and dealing with poor performance effectively. Develop key information set for line HoFHR May 2018 Promote via Beeline and other managers in support of day to day communication channels line management activities and responsibilities. Create and implement a training Dean, DoFO July 2018 plan based on individual needs and HoS, HoSA development objectives, balanced with resources available.

Page 118 of 148 Relaunch the reward Schemes and DoFO February raise awareness of the different HoFHR 2018 types of rewards, and collect data to evidence the use. Staff Wellbeing We aim to improve staff wellbeing continuously in the Faculty to ensure that staff are satisfied with various aspects of their work. The specific focus within this theme is on staff involvement, engagement and ownership. Away Days: joined events for PSS Head of Ongoing and Academic staff. Business Areas Launch a reminder of the We Get It VD of SR December campaign. 2017 Team building and social activities: DoFO Ongoing choir, coffee mornings, lunch time HoS, HoSA Schedule of walks, etc. DoRI activities to be set by October 2017 Promote wellbeing rooms and VD of SR December Communicate to staff via relaxation sessions across the 2017 Beeline and Team Brief campus. Promote better work-life balance: Dean January 2018 Review processes which expect an DoFO immediate response (e.g. authorisation) as staff feel obliged to check emails in evenings and weekends. Accident reporting: to update the DoFO February Communicate to staff via Health, Safety and Wellbeing 2018 Beeline and Team Brief section of the Faculty’s website, including information on reporting accidents.

Page 119 of 148

Faculty of Science and Engineering

Review of progress against 2016/17 Operational Priorities

Goal One: World-class research

Priority One To increase quality and impact of research outputs Target Outcome (to be reported at year end) i) Minimum of four 3* outputs per PI/academic staff & aspire to i) Green: RRE 2016/17 results indicate 52% of RRE eligible staff across the Faculty prioritised a produce at least two 4* outputs in the REF period. minimum of four 3* outputs, and 17% prioritising at least two 4*, 37% with at least one 4*. ii) Citations (school specific) - year on year % reduction of uncited papers ii) Green: The Faculty performance improved from 19.57% to 20.30%, with 5 Schools meeting their and % increase year on year in top 10% in discipline and top 1% in targets. specialism. Key Actions Status Progress (Red/Amber/Green) a) Continued development of Faculty Impact Strategy plan and a) Green a) Provision of Faculty level impact officer in the Faculty Office restructure has associated support mechanisms. been confirmed. b) All internal output reviews for 2017 RRE to be calibrated using 4*/3* b) Green b) Solid 4*and borderline 3*/4* exercise undertaken with A-VD Outputs and exemplar and/or 4* and 3* profiling template and communication to School Output Champions additional to RRE records. staff. c) Development of resources for dedicated output optimisation intranet c) Green c) Third edition of “In Abstract” was launched in August 2017. page. d) Development and initiation of faculty research output excellence d) Green d) See (c) combined newsletter. e) Alignment of Faculty policy activities with policy@manchester. e) Green e) Engagement includes policy@manchester attendance at two Faculty Impact Champion meetings. Invitations to attend School Boards extended. Faculty input into Industry Strategy report. Priority Two To increase research income including business and international income Target Outcome (to be reported at year end) i) Targets as per the KPIs above. i) Green: The Faculty achieved a RGC income total of £95.7m, exceeding the £92.1m target set for 2016/2017. ii) Increase number of fellowship applications and awards. ii) Green: Royal Society: number of applications up by 14%, value of applications up by 15%; number of

Page 120 of 148 awards up 40%. Royal Academy of Engineering: number and value of awards up 200%. Key Actions Status Progress (Red/Amber/Green) a) Continued targeted nominations process for Strategic Advisory Teams a) Green a) Co-ordination by VDR with HoS/Dean (or equivalents). b) Co-ordinated engagement visits from key sponsors. b) Green b) Co-ordinated EPSRC visits and RAEng in Q2. c) Identification and implementation of focussed support for > £1m c) Amber c) Support to Ashton Institute provided and successfully demonstrates targeted grant applications. need. Further support dependent on implementation of proposed Faculty Office restructure. d) Focussed support for internal and external fellowship applications (co- d) Amber d) See (c) ordination of existing resources into Faculty network). e) To measure implementation of costing and pricing policy and action e) Green e) Formal Costing & Pricing policy communicated, training completed for RSS accordingly. staff, HOFRSS as member of University Research Income Working Group liaising with Mel Lythgo regarding standardised monitoring of compliance. f) To monitor value of industry awards to inform faculty strategic f) Green f) Ongoing relationships. g) To monitor value of and origin of international awards to inform g) Green g) Ongoing faculty international strategic plan. Priority Three To invest in and promote world leading areas of excellence Target Outcome (to be reported at year end) i) To increase profile, impact and research activity of Research Beacon i) Green: Development of Materials for Medicine/Healthcare Cluster with proposal to UMRI; areas with a focus on Energy and Advanced Materials. ii) To increase faculty collaboration through focused workshops. ii) Green: As above and development of Thomas Ashton Institute. Key Actions Status Progress (Red/Amber/Green) a) The provision of targeted support for research beacon related a) RED a) On hold pending review collaborative grant submissions. b) The provision of research beacon focussed workshops. b) Green b) Faculty Research Away Day on 18th May 2017 included sessions regarding Materials for Medicine/Healthcare, and Thomas Ashton Institute. c) The continued profiling of Advanced Materials aligned to NGI, GEIC, c) Amber c) Work in progress BP-ICAM, Royce Institute, Sustainable Chemistry. d) To promote and support activities related to inter Faculty d) Green d) Two meetings for Materials for Medicine/Healthcare. Led by Martin Schröder engagement. and Ian Greer. Sarah Cartmell (FSE) and Kostas Kostarelos (BMH) reviewing linkage across Faculties. FSE staff forming cluster in this area including Thomas House, Alberto Saiani, Aline Miller, Alex Casson. Proposed to UMRI, to be confirmed. FSE, Humanities and BMH collaboration on Thomas Ashton

Page 121 of 148 Institute regarding risk related research. Priority Four To Provide world-class postgraduate research and training Target Outcome (to be reported at year end) i) Improve PGR Completion rate towards the target of 90% for students i) Green: The completion rate improved from 76.7% in 2016 to 79.6% in 2017. who have managed to progress to Year 2. ii) Increase number of PhD student or equivalent per member of research ii) Green: Student numbers have increased, though data not yet available for comparators. active staff towards achieving a top 5 place compared to other institutions. iii) To develop CPD programme for mid-career staff of supervision. iii) Amber: All Schools (with the exception of Maths who declined) have been through ARIS (Staff and student workshops on supervision). Staff event for use at school away days trialled in MACE (aka SPAR) Key Actions Status Progress (Red/Amber/Green) a) Further review administrative monitoring of examiners paperwork. a) Green a) Examinations Officer now in post and being trained on the system.

b) Identify the change in SSR required to bring each discipline in the new b) Amber b) Updated data post-APR not yet available from HEFCE. Schools know position for FSE into the top 5 institutes by this metric, and present to Schools. previous two years (as given at APR). c) Explore staff and student perception of supervision through ARIS c) Green c) Completed workshops, to inform style and content of CPD events.

Goal Two: Outstanding learning and student experience

Priority One Recruitment Targets: Outcome (to be reported at year end) i) To meet student number targets. i) Amber: It is anticipated that the majority of schools will achieve their UG intake target for 2017 entry. Some Schools, e.g. SEES, continue to struggle to recruit to target despite additional recruitment and digital marketing activity. International student recruitment remains positive. The Faculty anticipates achieving if not exceeding PGT International recruitment. Home PGT numbers remain small but attainable. Key actions: Status Progress (Red/Amber/Green) a) Work closely with Schools directly and through UG and PGT a) Green a) Meetings of both the UG and PGT recruitment and admissions groups took Recruitment and Admissions Team Groups as per the meeting TORs. place throughout the year. They also included input from central teams

Page 122 of 148 including the International Office and Student Services b) Implement the recommendations made by the Student Recruitment, b) RED b) The SRMA review has been put on hold and is now being progressed through Marketing and Admissions review. the Student Lifecycle Project. Priority Two A culture of teaching excellence & staff development Targets: Outcome (to be reported at year end) i) Promote parity of esteem between teaching and research i) Green: AVDs for T&L held one-to-one meetings with T&S staff in Schools and they were involved in the working groups on Assessment and Feedback, GTA training and Practical Teaching. We held a teaching seminar to promote LEAP (HEA fellowship application support network) and we now have over 30 staff in FSE working towards one of the 4 levels of HEA fellowships through LEAP. We are building a team of mentors to support LEAP participants. We put forward 4 staff from FSE to the University Teaching Excellence Awards and one of them was successful (three awards were made across UoM). ii) Share good practice in Teaching & Learning ii) Green: The Teaching Academy (TA) has been established with an Advisory Board composed of staff from all 9 Schools, eLearning Foundation Studies and SEERIH. The TA has a website on FSE Staffnet and we have run several seminars and workshops this academic year. iii) Implement a staff training and development framework. iii) Amber: We have established a FSE Staff Learning and Development Group comprising AVDs for T&L and Research and Social Responsibility, AD for Graduate Education, FSE Head of HR and the SL&D FSE partner. The group developed an Academic Staff Development Plan for 2017/18 which was presented to FLT and the University’s SL&D Board. Staff development activities are currently being developed. We have appointed a new NAP Academic Lead and the programme is currently under review. Key Actions: Status Progress (Red/Amber/Green) a) Work closely with Teaching Scholarship colleagues in Schools and a) Green a) The FSE Teaching Academy and Teaching Academy Advisory Board has been agree strategies to promote teaching & learning across the Faculty. launched, with representatives from all FSE Schools, Foundation Year, Recognise teaching excellence through internal and external awards. eLearning and Graduate Education b) Establish a Faculty Teaching Excellence Network. Showcase teaching b) Green b) The Teaching Academy (TA) has been established with an Advisory Board excellence through a Faculty website, and share resources and composed of staff from all 9 Schools, eLearning Foundation Studies and experiences. SEERIH. The TA has a website on FSE Staffnet and we have run several seminars and workshops this academic year. c) Survey teaching staff to ascertain what their T&L development needs c) Amber c) We didn’t conduct a survey of all staff but we did ask for feedback from are. Work closely with the Staff Learning & Development Team to Schools through the Teaching Academy Advisory Board and the Board provide practical T&L training for all staff. Ensure Faculty Peer Review members have been actioned to discuss staff development needs within their of Teaching works effectively across FSE and develop Faculty training Schools. The AVD for Teaching Excellence & Staff Development is working for Peer Reviewers. Further develop the NAP – Increase the number of closely with Staff Learning and Development on T&L development activities

Page 123 of 148 trained mentors and Improve delivery of small group teaching session, and the Faculty has run a teaching seminar highlighting HEA fellowships and including video demonstrations. LEAP which was well attended by staff from across FSE. Faculty Peer Review of Teaching has been reviewed and is now focusing on development and formative feedback rather than assessment of teaching. Peer Review training is being developed with SLD. Priority Three Prepare for the teaching excellence framework Targets: Outcome (to be reported at year end) i) Establish our current position against known metrics. i) Amber: We have developed a TEF Plan for 17-18 against this metric which has been expanded to address ongoing issues with the presentation and flow of management information into T&L; we are facing challenges in accessing the relevant data in a usable way and so progress is slow; we have identified 3 out of 6 TEF metrics (all NSS questions) on which to focus our targeted interventions in the first instance, prioritising CEAS and MACE. ii) Develop links with the University TEF colleagues. ii) Amber: Other Faculties do not have similar roles at AVD level for TEF and seem to be behind FSE in terms of their planning and strategic response. Resources in Planning were discussed with the interim Director of PSO and a meeting is set up with new Director of Planning. University TEF group was set up to ‘write the TEF submission’ but has no immediate plans to do more; the cross-Faculty network of AVDs has been set up and met a couple of times but needs time to form and develop into something useful. iii) Raise the profile of TEF across the Faculty. iii) Amber: This will be an ongoing action, and become ‘business as usual’ going forward; key communication will be delivered via TLLT and via individual meetings with Schools/DoTLs as part of the targeted intervention programme/TEF Plan.

Key Actions: Status Progress (Red/Amber/Green) a) Establish our current position against known/expected metrics, then a) Green a) Data has been collated and is now being analysed; planning resources are use the results to drive and inform future TEF strategy and identify currently being considered for future progress. A key area we identified is priorities for intervention. Review degree attainment data in FSE. assessment & feedback and a number of short term tactics have been implemented and medium-long term strategies are being developed. Workshops are being organised for all Schools to develop interventions and SEAPs b) Open channels of communication between FSE and the University and b) Green b) The university has initiated a ‘TEF’ group led by Richard Reece but there are no ensure that Faculty planning strategy is in line with the University’s, faculty reps involved as yet; information is being fed back via TLG; a cross whilst helping shape University strategy. faculty group of AVDs has been initiated but has not met yet; meeting set up between FSE and new University Director of Planning to forge closer links c) Raise the profile of TEF amongst academic and PSS staff so they c) Green c) All schools have been visited with each having a one to one meeting with the

Page 124 of 148 understand what it is, the timescales, starting with visits to Schools. HoS re TEF followed up with a presentation to the school board; a faculty TEF Implement an effective communication plan for TEF intranet has been developed containing key information and updates; information/developments. presentations on TEF have also been delivered to various Faculty and University groups e.g. FSE TLAN, UoM Careers senior team, FSE marketing network etc. Priority Four An excellent student experience Targets: Outcome (to be reported at year end) i) Identify and implement new ways to engage with students and i) Green: Faculty Forum was established in place of Faculty Staff Student Liaison Committee. New develop a Student Engagement Strategy. channels of engagement through social media and technological solutions were trialled and reviewed. Successful meetings were run this year and we will review the structure of the Faculty Forum with the Students Union. ii) Share best practice and ideas for student engagement across the ii) Green: Subsumed into the Teaching Academy Faculty. iii) Continue to implement the Faculty Employability Strategy. iii) Green: Introduce a business awareness activity into Managing My Future (MMF)’ – Innovation Challenge was created. We had school winners and an ultimate Faculty winning team. The Faculty winning team won paid summer internships with Jacobs Engineering in Manchester. The winning team and runners up also joined forces to compete at a National Competition with the supervision of Andrew Weightman as part of the Royal Academy of Engineering, including undertaking a poster presentation on their business innovation concept related to climate change in Washington DC during the summer. iv) Plan for the Faculty's new 5year strategic plan. iv) RED: ‘work with Schools to identify ways to extend MMF to 3rd and 4th year’ – Not progressed. Due to unforeseen circumstances (losing to team members in the FSE Careers Team) we have not been able to deliver on this. v) Continue to implement the eLearning Strategy. v) Green: The ‘Map final year students to help identify support needs after graduation’ – The ‘Help Me’ campaign ran for 3 months in Semester two. We had over 700 students engage with us with 65% asking for further help before they graduate in the summer. Each student was dealt with via 1:1 appointment, phone interview practice, skype meetings, group workshops etc. Key Actions: Status Progress (Red/Amber/Green) a) Re-vitalise the Faculty Staff and Student Liaison Committee. Look into a) Green a) The first meeting ran in November 2016; the second will take place in March ways to improve student participation in T&L processes where 2017. The feedback from the first meeting was extremely positive possible. Review the effectiveness of the student representative role. Look at new channels of engagement through social media and technological solutions. b) Establish a Student Engagement Group to identify and enact dialogue b) Green b) Subsumed into the Teaching Academy with students and develop a Student Engagement Strategy. Share

Page 125 of 148 resources and experiences with staff through a Faculty website. Track changes to the University’s Student Charter. c) Introduce a business awareness activity into Managing My Future c) Green c) ‘Innovation challenge’ and a final took place in November for the ultimate (MMF), work with Schools to identify ways to extend MMF to 3rd and faculty winner. Two students won paid summer internships with Jacobs. 4th year, and map final year students to help identify support needs ‘opt in’ events run in Semester 1 and 2; My Future Workout; Mock Group after graduation. Assessment Centre task & Interview Bootcamp. Also piloting video interviewing for 100 final year students. ‘Help Me’ campaign, direct contact with careers consultants. The campaign will be brought forward to Feb/March this year to capture a wider audience. d) Review the current eLearning Strategy and develop strategic goals for d) Amber d) The review of the eLearning strategy is on hold pending the development and the Faculty 5 Year Strategic Plan. approval of the FSE T&L strategy. The current top priorities for eLearning are: supporting an increase in formative assessment and feedback as requested by the Dean, and ensuring that online exams are process managed and supported Priority Five Excellent Business Support Systems Targets: Outcome (to be reported at year end) i) Agree a ‘core business’ process improvement plan, working closely i) Amber: Teaching and learning core business improvement plan has been subsumed to Student with colleagues in Schools, the TLSO, MECD and the Student LifeCycle Lifecycle Project. to maximise simplification and standardisation of activity and to avoid duplication. ii) Review and implement an effective communications plan for T&L staff ii) Amber: This is still ongoing across the Faculty. Status Progress Key Actions: (Red/Amber/Green) a) Liaise with colleagues in Schools, Faculty and University to agree any a) Amber a) Currently awaiting further updates from the Student LifeCycle Project. FSE business areas in need of review and improvement and work to an reviewed the operational aspects of the SEAPs and made some minor changes. agreed timetable. Review the effectiveness of School Action Plans We will feed into the university review of SEAPs and the planning cycle in (particularly how they fit into the wider planning cycle) and implement general in due course any changes throughout 2016/17. Review the annual monitoring/review process. b) Work with the Faculty’s Communication and Marketing Team to b) Amber b) We are working with our Marketing & Comms Team on how to best present our improve communication flow for T&L staff across the Faculty. StaffNet pages and our monthly Newsletter. We will also work together to present our T&L Strategic Plan

Page 126 of 148 Goal Three: Social responsibility

Priority One Research with societal impact Target Outcome (to be reported at year end) i) To engage staff in identifying engineering and science grand i) Green: Significant applications have been made in response to GCRF funding. challenges that can deliver national and international impact. ii) To highlight research that has societal in internal and external ii) Green: A number of FSE research outputs have been reported in internal and external communications channels. communications, including graphene membranes, apparatus for visually impaired people, Britain Breathing, Computing in Schools etc. Key Actions Status Progress (Red/Amber/Green) a) Work with Schools to identify at least one grand challenge that they a) Green a) Many Schools have engaged in the GCRF funding and three proposals were wish to tackle (singly or in collaboration with other Schools). submitted to the British Council SPHEIR.GCRF proposal dams was successful. Additionally, a number of Schools have a signature SR programme that they are working on e.g. Smart Cities in EEE and Computing in Schools for Computer Science. b) Work with Assistant Vice Dean for Research with Impact to create a b) Green b) This work is being done by Impact Leaders and in order not to duplicate effort process for identifying and recording research with societal impact & the action is closed for SR. develop new exemplars. c) To work with the Research Beacon’s Communications staff to ensure c) Green c) Discussions have happened with AVDR for Research with Impact, not possible at that we are making the most of the impact stories. the moment to have a process. Examplars are coming out all the time in the press and through Better World Showcase. This is ongoing, and both in the press and the new FSE Blog, impact stories are being told. d) Continue working with policy@manchester to enable and improve d) Green d) Policy@Manchester are now locating a member of staff in Faculty one day a the public policy impact of our research. week and recently presented the new Directors of SR to discuss how policy@manchester works and how it can support academic staff to make the most of policy implications in their research. Priority Two Socially responsible graduates Target Outcome (to be reported at year end) i) Promote social responsibility and volunteering opportunities to i) Green: Organised and delivered the Making a Difference Fair, which engaged students and put them students. in touch with organisations with volunteering opportunities. ii) To audit environmental sustainability and social responsibility ii) Green: Worked with the DoSR and VDT&L to identify examples of social responsibility in the teaching across the Faculty, identifying best practice and identify curriculum. We are launching FSE funding competitions to stimulate new practices. ways of further stimulating new practices.

Page 127 of 148 Key Actions Status Progress (Red/Amber/Green) a) Signposting to www.socialresponsibility.manchester.ac.uk/get- a) Green a) Student Experience Managers were asked to include this in welcome materials involved/students or www.volunteers.manchester.ac.uk by working to schools and the Volunteering team delivered a talk to DoSR to explain their with student experience managers. work. Since then, 3 schools have worked with the team to further develop School Based volunteering. b) Host a Making a Difference activity for staff and students building on b) Green b) Held for #GivingTuesday 27th November, feedback from organisations was last year’s success. positive and they got students and staff signed up. c) Support full-scale participation of all new undergraduates in the c) Green c) Done Sustainability Challenge. d) Work with TLSO to recognise student volunteering that takes place in d) Green d) Ongoing, Schools have been informed how to do this and students can register the Faculty. their school based volunteering themselves using the new hub. e) Work with Director of Teaching &Learning in Schools to identify e) Amber e) We have this information from some Schools, AVDSR is working with VDT&L to flagship environmental sustainability and social responsibility courses. progress this. Priority Three Engaging our Communities Target Outcome (to be reported at year end) i) Supporting the implementation of the University’s Community i) Green: Supported with the Community Festival by providing stalls, activities and personnel. Engagement Plan. ii) Building on the legacy of ECOS continue collaborative public ii) Green: An impact-acceleration project was engaged in an orchestra festival (Hallejammaphone). A engagement across the Faculty, University and with other local number of Faculty-wide and cross-Faculty collaborations have been undertaken such as Britain institutions. Breathing, #ScienceX etc. iii) Look into our UG recruitment processes to identify how to address iii) RED: This has not been done due to limited staff resources. groups where there is low participation (e.g. based on gender and race). Key Actions Status Progress (Red/Amber/Green) a) Maintain representation and contribute to the Community a) Green a) AVDSR & SR Manager both sit on group. Engagement Strategy Group. b) Host a faculty wide PE engagement event building on legacy of ECOS. b) Green b) #ScienceX ran at the Trafford Centre 22nd and 23rd July and the Faculty took part in the University Community Festival in June 2017. c) Meet at least annually with colleagues in other faculties, and at MMU c) Green c) Working with MMU and Salford (as well as BMH) and Manchester City Council and Salford Universities to share ideas on collaborative projects. to run an event for Key Stage 3 school children about Women in STEM for International Women’s Day on March 6th 2017. d) Work with DSE WP team to run focus groups with teachers and young d) RED d) Following appointment and start of new VD and AVDSR it was decided that this people to find out the age range where we can have most influence was not a priority given limited support staff and resources. Instead a pilot

Page 128 of 148 decisions on pursuing science or engineering degrees / careers taking looking at supporting UG students from WP backgrounds is being investigated. into account critical decision points (career pipeline). Action closed. Priority Four Responsible processes Target Outcome (to be reported at year end) i) To build a Social Responsibility structure in the Faculty. i) Green: Done. ii) To engage with and implement actions in the Race Equality Charter ii) Amber: In progress through the Equality, Diversity and Inclusion Committee, some Schools have Mark action plan and Athena SWAN action plans. applied for their Athena SWAN renewal and evidence is being developed for Race Charter Mark renewal. iii) Increase the number of staff receiving unconscious bias training. iii) Amber: UB training has been promoted through a number of channels such as Beeline and StaffNet.

Key Actions Status Progress (Red/Amber/Green) a) To work with HoS to identify a lead person in each school for Social a) Green a) Done Responsibility &Equality and Diversity. b) Work with School Equality and Diversity teams to ensure that Athena b) Amber b) E&D Committee in Faculty is now operational and has looked at Athena SWAN. SWAN and Race Equality Mark action plans are being implemented The RACE Charter Mark implementation group is meeting to progress actions and raise LGBT awareness and best practice with a view to improve and the VDSR contributes to this group. We are still to understand any issues the Stonewall Workplace Equality Index. around LGBT. c) Work with Staff Learning and Development to monitor and review c) Amber c) In progress and FSE HR are putting a system in place for HOSA to maintain participation on unconscious bias training across Schools. updated school lists for UB trained staff. Staff Learning and Development has now packaged E&D and UB training into mandatory online modules for staff serving on appointment and promotion panels. d) Interrogate data and explore with TLSO possible reasons and d) RED d) Following appointment and start of new VD and AVDSR it was decided that solutions for BME and international students having higher numbers staff resources and expertise did not exist to do this study this year. We need of appeals, complaints and disciplinary procedures. resources. Additionally, teaching and learning may help to investigate this. A pilot looking at supporting UG students from WP backgrounds is being investigated by the Assistant VD for SR. Priority Five Embed a Culture of Environmental Sustainability across the University Target Outcome (to be reported at year end) i) To improve the environmental sustainability of estate and operations. i) Green: This has been achieved through a Faculty-wide move to recycled paper, a number of activities from the 10,000 Actions initiative and student-led projects. ii) Raise awareness of environmental sustainability in the Faculty ii) Green: This is promoted through the Faculty’s Green Network. Key Actions Status Progress (Red/Amber/Green)

Page 129 of 148 a) Review data on energy, paper and computer ‘on-time’ usage across a) Green a) Some projects are underway on energy and a number of schools are engaged in the Faculty with a view to identifying opportunities for improvement. the use of recycling paper including CEAS and MACE. Plans in progress with UoM energy data programme to support student projects. b) Increase the number of sustainable labs, with at least one Green b) Amber b) Too early to tell if more than last year, however, student projects are running as Impact Lab Award per School. identified above. c) Identify within the Faculty opportunities or Living Labs for applied c) Amber c) Working towards joining with other Universities on a project to take this teaching and research around sustainability and low carbon. forward. This is continued in targeted calls for projects. There are also student projects currently in this category. d) Build on success of faculty Green Network. d) Green d) The network has grown in size since 2016 and meets termly. e) Work with Schools to hold a Big Green Gathering sustainability event e) RED e) The Faculty does not have the resource to run this event this year. Action closed. focussing on their grand challenges and signature activities for example University Hour (lights off). f) Participate with the pilot and rollout and promotion of the staff f) Green f) Worked with our DoSR to get the message out and to encourage people to signature programme “10,000 Actions”. complete an action plan. Some areas were very engaged and are linking their actions to their Green Impact teams’ work.

Enabling Strategies

Enabling strategy 1: Quality people

Priority: To enable all staff reach their full potential Target Outcome (to be reported at year end) i) To develop and embed a performance oriented culture which i) Amber: Significant success in managing poor performance and in creating headroom for recruiting recognises and rewards excellence. and rewarding excellence. Further local work on Leadership will support the planned University wide development for Tiers 1-4 staff in 2017/2108. Key Actions Status Progress (Red/Amber/Green) a) To develop and embed a leadership and management competency a) Amber a) Leadership development underway in the form of bespoke sessions being run framework for Faculty’s Academic and PSS Leadership Teams. for FLT, PSSLT and ‘Tier 4’. Emphasis on leadership and management behaviours and the developing a strategically aligned and cohesive, performance orientated culture founded in excellence (Note this action meets the Faculty key priority (1 of 5) to Identify the range of existing leaders and tier 4 personnel (academic and PSS) in scope to undertake a Faculty-wide development programme in impactful leadership, focusing on best practice in leadership to enhance staff performance and well-being)

Page 130 of 148 Enabling strategy 2: World-class estate

Priority: To develop and maintain a world-class estate that is fit for purpose in a world leading university Target Outcome (to be reported at year end) i) To fully engage with the opportunities afforded by the MECD project by i) Green: This target has been met as part of the WS4 design package. assessing how facilities, staff and spaces can be best utilised for efficiency and flexibility for future changes. ii) To proceed with agreed briefs of Chemistry, Schuster, GEIC, Royce and ii) Green: Briefs for Chemistry LTM refurbishment project, new Schuster Annexe, new GEIC, new Royce Jodrell Banks construction projects. at Manchester and the new SKA Buildings have been completed. Key Actions Status Progress (Red/Amber/Green) a) To further develop, and to implement, the MECD design brief for the a) Green a) Ongoing – post design freeze work stage 4 complete. All FSE Schools are in the new engineering campus and to fully engage with the project and process of signing off WS4 prior to reviewable design data consultation in design teams to ensure the potential benefits for the Faculty are fully Work Stage 5 realised. b) To provide pilot spaces on north campus to test and support new ways b) Amber b) Estates & Facilities have identified a series of options for the pilot space, which of working, teaching and learning, gather feedback on use of spaces, is being tabled in September 17 to the MECD Project Steering Group and prepare the engineering community for the change in their working environment. c) As per target ii), work includes the completion of the following phases c) Green c) Chemistry: Phase 1 has commenced with the construction of temporary of the projects: Chemistry: partially complete the phase 1 to replace the nitrogen supply facilities ventilation system and other support systems; Schuster: partially Schuster: Construction of “Ideas Mill” extension is almost complete. complete the “Ideas Mill”; GEIC: partially complete the construction of Completion – end September 17. the building on the former Faraday UG building site; Royce: to GEIC: Currently 40% completion. Completion date on programme May 2018. commence construction of this facility; Jodrell Bank: commence Royce at Manchester: completed WS4 – Detailed Design. Planning approved. construction of the SK2 and demolish redundant buildings. Enabling works started Aug 17, Main works to commence Sept 2017 to completion Nov 2019. SKA2; Main Works commenced on site in April 2017 and on programme for completion June 18.

Enabling strategy 3: Financial sustainability

Priority: To ensure financial sustainability for the Faculty of FSE Target Outcome (to be reported at year end) i) To fully engage with all aspects of the faculty to ensure a thorough i) A budget and 5 year plan hitting target contribution, but making headroom for local strategic

Page 131 of 148 understanding of the current and future business to ensure financial investment, was produced during the year and is both achievable and creates a sustainable financial sustainability. future for FSE. Continued emphasis on eliminating costs that do not positively contribute to the strategic objectives will remain a key part of our financial strategy. Key Actions Status Progress (Red/Amber/Green) a) To provide relevant and timely management information to enable the a) Green a) Monthly School management accounts provided to HOS. Faculty FLT to make informed decisions. consolidated accounts presented quarterly with forecasts. b) To develop a robust, accurate and achievable budget and five year plan. b) Amber b) This is ongoing.

Enabling strategy 4: A reputation for excellence

Priority: To enhance the University’s higher education brand nationally and internationally Target Outcome (to be reported at year end) i) Implementing the University’s research beacon communications i) Amber: Beacons campaign underway in line with research beacons strategy (agreed with Luke strategy (Global Challenges, Manchester Solutions). Georgiou Dec.2016) and will be aligning with Central Division of Communications and Marketing’s international focus during the next academic year (enhancing our international reputation in key identified regional markets by running targeted international awareness campaigns). ii) Implementation of Digital Marketing Roadmap: Strategy & Operational ii) Amber: The size, structure and organisation of our Schools’ websites are being completely Plan 2016-17. overhauled. This will result in the removal of superfluous and obsolete content, whilst helping to create an intuitive user journey across FSE School sites. Completion is now anticipated in Q3 2018. Key Actions Status Progress (Red/Amber/Green) a) To design and implement a targeted communications campaign in support a) Amber a) The Energy, Advanced Materials and Industrial Biotechnology Beacons were of the ‘FSE Beacon Cluster’, incl Energy, Advanced Materials and Industrial showcased at a number of high profile events including the ESOF 2016, Biotechnology Innovate 2016 conferences and UK Science and Innovation at Westminster. In addition, Energy and Advanced Materials were profiled at the world energy expo in Astana where our collaboration with the Department for International Trade and sponsorship of the UK Pavilion was labelled an ‘exemplar’ by the British Council. Promotional collateral has been developed for all three FSE beacons including short films, advertising stills, web content and case studies in support of the new cross-beacon BREAK/THROUGH campaign due to go live in the 2017-18 academic year. Social media promotion, activity with the Policy@Manchester team and multimedia content have all contributed to the marketing mix in support of the

Page 132 of 148 Beacons, with a particular highlight being a collaboration with YouTube filmmaker Tom Scott, whose film at the High Voltage Lab garnered in excess of 430k views. We are currently collaborating with the Policy@Manchester team to deliver an ‘On Energy’ publication and associated launch event in Westminster (planned for Oct 2017). b) REF 2020: to work with Schools and academics to increase number, b) Green b) The ‘In Abstract’ microsite was launched in October 2016 to profile and frequency and diversity of impact case studies and ‘story’ content on promote four-star graded papers from FSE. Three ‘editions’ have been websites and social media platforms. published and promoted to increase awareness, readership and citations. c) Improve our wider web presence by integrating further with social media, c) Amber c) In accordance with the Digital Marketing Roadmap 2016-2018, the School making content more shareable, introducing greater interactivity, removing websites’ size, structure and organisation is being addressed with a wholesale superfluous or obsolete content and establishing a more seamless user redesign and relaunch to provide a strong foundation on which to build journey across University websites. shareable content. This will result in the removal of superfluous and obsolete content and create an intuitive user journey across FSE School websites. This project is underway with a dedicated team in place. The team is working in consultation with key stakeholders across Schools and Faculty and the project is due for completion in Q3 2018.

FSE is now represented by the Faculty’s Web Content and Digital Marketing Manager in a newly formed Digital Marketing Leadership Team (which reports in to the Communications and Marketing Leadership Team). A University-wide website governance document has been created to ensure websites are built, developed and maintained in a way that supports our collective goals of creating effective content and seamless user journeys, supported by resource-efficient maintenance.

Similarly, the Faculty’s Web Content and Digital Marketing Manager also represents the Faculty on the Social Media Leadership Team, a University- wide group to provide governance, guidance and best practice measures across social media activity for the University and Faculty.

The Campus Solutions richer content project is also underway. This will support recruitment and conversion by utilising new functionality to make FSE course profiles (available through our FSE websites) more engaging, compelling and interactive. We are developing multimedia assets (video, photography and graphics) to promote these courses online, in accordance with new CMA regulation This project runs alongside the website review

Page 133 of 148 project and aims to complete by Q3 2018. d) Run a new series of ‘Meet the Professionals’ events to bring alumni back to d) Green d) Meet the Professionals events (speed networking): campus to offer advice to current students. - ‘Banking and Finance’ event ran Oct 4 2016 with 98% positive feedback from participating students. - ‘Energy, Environment and Renewables’ event ran Oct 11 2016 for approx. 90 students. - ‘Chemistry’ event ran Oct 18 2016. - ‘Engineering’ event ran Oct 25 2016 with 100% positive feedback from participating students.

Enabling strategy 5: An international institution

Priority One: To develop links with leading institutions in strategically important markets Target Outcome (to be reported at year end) i) Establish at least one new partnership. i) Green: New agreements have been signed with Jawaharlal Nehru Centre for Advanced Scientific Research (Bangalore, India), the Institute for Chemical Technology (Mumbai, India) and the Military Engineering Institute (Rio de Janeiro, Brazil). Agreements are also being finalised with Huazhong University of Science and Technology (China) and the National Institute for Advanced Industrial Science and Technology (Japan). ii) Increase collaborative activity with existing partner institutions. ii) Green: A team including colleagues from the Schools of Chemistry and CEAS visited IIT Madras and for a workshop focussed on catalysis. A UKIERI award was secured to support a collaborative project on corrosion/characterisation of materials in partnership with IISc in Bangalore. Colleagues from the Schools of EEE, SEES, Chemistry and Computer Science visited a Tsinghua University for a bilateral workshop on Energy and Sustainability. We have increased the number of available China Scholarship Council awards from 3 to 18. Key Actions Status Progress (Red/Amber/Green) a) Undertake a series of visits to key countries and target institutions a) Green a) The AD Internationalisation undertook a successful visit to China in July/August 2016 (China Scholarship Council, Ministry of Education, the Natural Science Foundation and the China University of Petroleum). The AD Internationalisation and International Project Officer have arranged for FSE delegations to visit China (Tsinghua, HUST and NUIST), Japan (AIST, RIKEN, Tokyo Tech, University of Tokyo, NIMS, Kyoto University, Osaka University) and Kazakhstan (World Expo, Nazarbayev University, KazNU). Colleagues have also visited a number of key countries and institutions including Brazil

Page 134 of 148 (USP, IME, Fortaleza, Salvador) and India (IIT Madras, JNCASR). b) Engage with the Bolashak split PhD initiative in partnership with Al- b) Amber b) We are continuing to work with contacts at the Al-Farabi Kazakh National Farabi Kazakh National University. University with a view to identifying potential candidates for PGR study although English language ability has proven to be a challenge. The Faculty hosted a familiarisation for senior Chemists and Material Scientists from KazNU in November 2016 and FSE colleagues visited institutions in Astana and Almaty whilst in Kazakhstan for the World Expo. c) Engage fully with the Newton Fund with at least 20 applications in year. c) Green c) In the period August 2016 to July 2017, 65 applications to various strands of the Newton Fund have been submitted. These include Fellowships, research grants and travel grants. To date, eleven applications have been successful and seven have been rejected with the remainder are still pending a decision. Priority Two: To capitalise on overseas opportunities for funding and investment Target Outcome (to be reported at year end) i) To record a year on year increase on research funding from overseas i) There has been a significant increase in research funding for the period August 2016 to July 2017 sources. when compared with the same period for the previous year. RSM data shows income from overseas

sources (excluding European Commission awards) to be £9.68M for the period August 2016 to July

2017. There is a further £3.3M expected to be reported (but not yet detailed on the RMS) for the

BIAM-UoM Graphene Aerospace Materials Centre. For the period August 2015-July 2016 research

income from overseas sources was £4.7M.

Key Actions Status Progress (Red/Amber/Green) a) Work with Business Engagement colleagues to identify potential a) Green a) The AD Internationalisation and International Projects Officer work closely overseas strategic partnerships. with the Business Engagement colleagues on the development of overseas partnerships. The relationship with the China Aerospace Science and Technology Corporation continues to develop and two new research centres have been established in partnership with the China Aero Engines Corporation. The International Projects Officer has had discussions with contacts at the UK Embassy in Sao Paulo regarding business engagement opportunities in the North East region of Brazil and further links with Embraer are being explored. The visit to Japan highlighted the significant opportunities for industry engagement with a country that has R&D expenditure four times that of the UK. b) Continued engagement with overseas partner institutions and funding b) Green b) The AD Internationalisation and International Projects Officer work closely bodies. with the AVP Internationalisation and International Relations Office on the development of overseas partnerships. Following the visit to the China

Page 135 of 148 Scholarships Council in July 2016 the number of CSC awards for FSE has been increased from 3 to 18 (increased from 9 to 30 for UoM as a whole). Links with funding agencies in Latin America (including the new agreement with Colciencias in Colombia) can support our PGR recruitment objectives. The UoM-FAPESP research fund continues to be a valuable mechanism to support collaboration with institutions based in Sao Paulo State. In India we have worked to consolidate our links with IIT-Madras (including a bilateral workshop) and new agreements with ICT in Mumbai and JNCASR in Bangalore have been signed. A UKIERI award has been secured to support UoM- IISc collaboration in Materials Science. c) Work with MIDAS and UKTI to access opportunities in key markets c) Green c) Following negotiations with colleagues from the Department for International within the context of broader UK/regional initiatives. Trade and The British Council the Faculty/UoM agreed to be an official sponsor of the UK Pavilion at the World Expo in Astana June-Sept 2017. This has provided an outstanding opportunity to showcase the Faculty’s research capabilities and raise the profile of the University on a global stage.

Enabling strategy 6: Quality services

Priority One: To ensure effective, fit-for-purpose processes and structures are in place across the Faculty Target Outcome (to be reported at year end) i) Continuous improvement in systems and processes to maximise i) Amber: The Faculty is closely involved in the work of the Standardisation and Simplification Strategy performance against and support for university strategic objectives. Group, and with the Student Lifecycle Project, as well as other cross University change projects. Through these, and Faculty initiatives such as the three M2020 projects launched in May 2017, the Faculty will seek to ensure that processes and procedures are aligned and simplified and that resources are used as efficiently and effectively as possible to support delivery of University and Faculty strategic objectives. Key Actions Status Progress (Red/Amber/Green) a) Faculty engagement in University wide process review. a) Amber a) Structures and processes are continuing to be considered and the Faculty will continue to contribute to University wide process reviews as appropriate, including the Student Lifecycle Project, to ensure activities are as effective as possible. b) Review of processes and structures within the Faculty to maximise b) Amber b) As above simplification and standardisation of activity, working to avoid duplication.

Page 136 of 148 Faculty of Science and Engineering Operational Priorities 2017/18

Key: ADGE: Associate Dean Graduate Education DHAS: Deputy Head of Academic Services HoFRSS: Head of Faculty Research Support Services ADInt: Associate Dean Internationalisation DoFO: Director of Faculty Operations HoI: Head of Institute AL: Academic Lead DoGE: Director of Graduate Education HoS: Head of School AVD-RF: Assistant Vice Dear Research Funding DoR: Director of Research HoSA: Head of School Administration AVD-RI: Assistant Vice Dean Research Impact DoSR: Director of Social Responsibility HoSEERIH: Head of Science & Engineering Education AVD-RO: Assistant Vice Dean REF Outputs DoT: Director of Teaching & Learning Research & Innovation Hub AVD-SR: Assistant Vice Dean Social Responsbility FITP: Faculty Information Technology Partner RSM: Research Support Manager AVD TL&S: Assistant Vice Dean Teaching, Learning and HoAS: Head of Academic Services SRP-M: Social responsibility Project Manager Students (FSE has 3, their work overlaps) HoFE: Head of Faculty Estates TRM: Technical Resource Manager Comms: Faculty Communications Team HoFF: Head of Faculty Finance VDR: Vice Dean Research Dean: Dean & Vice-President HoFHR: Head of Faculty Human Resources VDSR: Vice Dean Social Responsibility VDTL&S: Vice Dean Teaching, Learning & Students

Goal One: World-class research

University Priority To accelerate progress towards our research targets through implementation of the refreshed research strategy . Achieve target growth in research income, increase recovery rates and continue to attract substantive capital awards. . Reinforce our areas of clear research strength and address any identified shortcomings. . Communicate and implement expected performance levels for all researchers which match the University’s aspirations and support researchers to attain these levels. . Achieve top three in the UK for business engagement and commercialisation of research, develop internationalisation and build the regional innovation ecosystem.

Faculty high level KPI targets 2015/16(actual) 2016/17(target) 2016/17 (forecast) 2017/18 (target) Total research grant and contract income £85.9m £92.1m £94.8m £102.5m International research income £17.6m £18.7m £19.4m £27.1m Business R&D income £11.6m £13.4m £12.8m £10.0m Proportion of citations in top 10% 19.57% 22.4% 19.20% 23.4% Home PGR (FT) 862 880 913 (actual) 897 Overseas PGR (FT) 725 723 726 (actual) 717 PGR Completion Rate 74.9% 81% 78.5% (actual) 84%

Page 137 of 148 Faculty Operational Priorities Priority One To increase quality and impact of research outputs Target Outcome (to be reported at year end) i) Minimum of four 3* outputs per PI/academic staff & aspire to produce at least i) two 4* outputs in the REF period. ii) Citations (school specific) - year on year % reduction of uncited papers and % ii) increase year on year in top 10% in discipline and top 1% in specialism. Key Actions Target date Lead Responsibility a) Continued development of Faculty Impact Strategy plan and associated support a) November 2017 a) AVD-RI/School Impact leads mechanisms, including the appointment of Knowledge Exchange and Impact Officer. b) Impact case profiling of all schools and development of potential cases. b) November 2017 b) AVD-RI/ School Impact leads c) 4* and 4*/3* profiling of all schools Q2/3 2017. c) November 2017 c) AVD-RO/School Directors of Research d) Consolidating the Faculty policy activities with policy@manchester. d) March 2018 d) VDR / AVD-RI / AVD-RO / AVD-RF Priority Two To increase research income including business and international income Target Outcome (to be reported at year end) i) Targets as per the KPIs above. i) ii) Increase number of fellowship applications and awards. ii) Key Actions Target date Lead Responsibility a) Continued targeted nominations process for Strategic Advisory Teams (or a) Ongoing a) VDR, DoR, HoS equivalents). b) Co-ordinated engagement visits from key sponsors. b) Ongoing b) AVD-RF c) Identification and implementation of focussed support for > £1m grant c) Contingent of faculty c) VDR, DoFO, HOFRSS applications. review d) Focussed support for internal and external fellowship applications (co-ordination d) December 2017 d) AVD-RF of existing resources into Faculty network). e) To measure implementation of costing and pricing policy and action accordingly. e) Implement November e) VDR 2017 and monitor monthly Priority Three To invest in and promote world leading areas of excellence Target Outcome (to be reported at year end) i) To increase profile, impact and research activity of Research Beacon areas with a i) focus on Energy, Advanced Materials and industrial biotechnology. ii) ii) To increase faculty collaboration through focused workshops. Key Actions Target date Lead Responsibility a) The provision of targeted support for research beacon related collaborative a) Contingent on current a) AVD-RF/ DoFo/HOFRSS grant submissions. review b) The provision of research beacon focussed workshops. b) March 2018 b) VDR, AVD-RF

Page 138 of 148 c) The continued profiling of Advanced Materials aligned to NGI, GEIC, BP-ICAM, c) Ongoing c) VD-R / AVD-RF/ HoS/ Interim CTO for SHRI/BP-ICAM HRI, Sustainable Chemistry. Director d) To promote and support activities related to inter Faculty engagement including d) Ongoing d) VDR I2R3 and Healthcare technologies. Priority Four To Provide world-class postgraduate research and training Target Outcome (to be reported at year end) i) Improve PGR Completion rate towards the target of 90% for students who have i) managed to progress to Year 2. ii) Increase number of PhD students per member of research active staff towards ii) achieving a top 5 place, by each HESA discipline, compared to other institutions. iii) To develop a CPD programme on supervision for mid-career staff. iii) Key Actions Target Date Lead Responsibility a) Further review administrative monitoring of examiners paperwork. a) End 2017 a) ADGE b) Identify the change in SSR required to bring each discipline in the new FSE into b) Spring 2018 (dependent b) ADGE the top 5 institutes by this metric, and present to Schools. on HESA data) c) Explore staff and student perception of supervision through ARIS workshops, to c) End 2017 c) ADGE inform style and content of CPD events.

Goal Two: Outstanding learning and student experience

University Priority To improve key areas of teaching performance . Improve standing in the Teaching Excellence Framework and UK league tables. . Enhance student support and reduce differential attainment. . Expand distance learning capacity. . Increase undergraduate international student income and diversify the intake of international students.

Faculty high level KPI targets 2015/16 (actual) 2016/17 (target) 2017/18 (target) NSS question 22 overall satisfaction 87% 91% 91% NSS teaching 85% 88% 89% NSS assessment and feedback 66% 73% 74% Positive graduate destinations 83% 85% 85% Low participation neighbourhoods 8.5% 9.3% 9.4% Non-standard socio-economic groups 21% 25.5% 25.6% Non-continuation 8.4% 8.3% 7.9% Tariff 474.4 471.3 474 Tuition fee income £127.9m £140.8 £145.7 Page 139 of 148 Student numbers(FT) Home UG 5595 5731 (actual) 5713 Overseas UG 2396 2508 (actual) 2550 Home PGT 185 231 (actual) 207 Overseas PGT 1598 1555 (actual) 1454

Faculty Operational Priorities Priority One Student recruitment and off-campus learning i) Improve or maintain the quality of A-level student intake based upon tariff score. i) ii) Ensure the diversity of international students. ii) iii) Work to meet the University financial target for Distance Learning. iii) Key Actions Target Date Lead Responsibility a) Increase the tariff intake of A Level students whilst being mindful of the A-level a) August 2017 a) VD TL&S reform. b) Diversify the international student market, resulting in less of China dominance, b) July 2017 b) VD TL&S / AD Int by working with appropriate colleagues across the University. c) Identify more possible markets for DL, including science schools. c) Jan 2018 c) VD TL&S Priority Two To improve standing in TEF and UK league tables Target Outcome (to be reported at year end) i) Improved performance against key metrics. i)

Key Actions Target Date Lead Responsibility a) Establish our current position against known and potential metrics (including a) August 2017 a) AVDs TL&S split metrics) at subject level. b) Identify school-specific interventions based on available data. b) August 2017 b) AVDs TL&S c) Improve management information for planning TEF / league tables at faculty c) Sept 2017 c) AVD TEF / DHAS and interface to centre. d) Raise awareness of subject-level TEF amongst academics and PSS. d) Jan 2018 d) VD TL&S / DoFO e) Co-ordinate faculty TEF activities with central TEF activities. e) Dec 2017 e) VD TL&S / DoFO Priority Three To improve teaching excellence Target Outcome (to be reported at year end) i) Improve performance in assessments and feedback. i) ii) Establish the Manchester FSE model for effective assessment and feedback. ii) iii) Develop critical mass of expertise in teaching excellence. iii) iv) Increase dissemination of best practice. iv) Key Actions. Target Date Lead Responsibility a) Establish a working group for assessment and feedback pedagogy and best a) August 2017 a) AVD TL&S practice. Page 140 of 148 b) Create bespoke resources for use in FSE. b) Sept 2017 b) AVD TL&S / HoAS c) Identify early adopters for implementing the Manchester FSE model for c) August2017 c) AVD TL&S / FSE DoTLs assessment and feedback. d) Pilot the FSE assessment and feedback model for assessment and feedback. d) Oct 2017 d) AVD TL&S / FSE DoTLs e) Appoint a full time Teaching & Learning Developer. e) Sept 2017 e) VD TL&S / DoFO f) Consolidate links with SEERIH to share good practice. f) September 2017 f) VD TL&S g) Hold a Teaching & Learning Leadership Team away day. g) Sept 2017 g) VD TL&S / DHAS Priority Four To embed staff development in T&L across FSE Target Outcome (to be reported at year end) i) Create an academic staff development plan to support continuous staff i) development for PSS, academic and research staff. ii) ii) Increase the number of staff with HEA fellowships. iii) iii) Improve the New Academic Programme. Key Actions Target Date Lead Responsibility a) Establish a FSE staff learning and development group in conjunction with the a) May 2018 a) AVD TL&S University Learning & Development Team, in particular for Tier 4 staff. b) Develop Learning and Development Plan and undertake consultation process b) May 2018 b) AVD TL&S c) Promote LEAP through the FSE Teaching Academy. c) April 2018 c) AVD TL&S d) Recruit and train mentors for LEAP. d) Dec 2017 d) AVD TL&S / Learning and Development Team e) Review delivery and assessment of the NAP taught units. e) Sept 2017 e) AVD TL&S / DHAS f) Review the link between FSE Peer Review and NAP. f) Sept 2017 f) AVD TL&S / DHAS g) Co-ordinate NAP with Teaching for Researchers and GTA training programmes. g) May 2018 g) DHAS Priority Five To improve student experience Target Outcome (to be reported at year end) i) Improve co-ordination with Directorate of the Student Experience to ensure an i) integrated approach. ii) Increase the number of students doing industrial experience. ii) Key Actions Target Date Lead Responsibility a) Ensure appropriate representation and lines of communication across School, a) May 2018 a) VD TL&S Faculty and DSE re student experience. b) Establish a placements academy. b) Jan 2018 b) AVD TL&S c) Increase staff resource in Schools to support students applying for IE. c) Jan 2018 c) VD TL&S / FSE HoS d) Explore the management of student experience in Schools. d) July 2018 d) AVD TL&S / HoS

Page 141 of 148 Goal Three: Social responsibility

University Priority: To deliver a focused, distinctive and effective social responsibility programme . Support engagement with each of the agreed social responsibility signature programmes. . Deliver on the actions set out in the Race Equality Charter Mark towards resubmission in July 2018. . Increase national and international profile for social responsibility.

Faculty Operational Priorities Priority One Research with societal impact Target Outcome i) To engage staff in identifying engineering and science grand challenges that can i) deliver national and international societal impact. ii) To identify and promote research which has societal benefit in internal and ii) external communications channels. Key Actions Target Date Lead Responsibility a) Promote staff engagement with linking their research with Social Responsibility a) On-going a) DoSR, VDSR to proactive identify funding opportunities; by hosting a competition to funding initiatives relating to increasing societal VDSR and SR team to design and run funding impact through Global Grand Challenges, Community Engagement and competition by December 2017 Environmental Sustainability. b) Work collaboratively with Assistant Vice Dean for Research with Impact to b) On-going b) DoSR to work with School impact leads, VDSR to work identify and promote the societal impact of our research. with AVD for Research Impact, SR P-M to link with comms and publicise stories. c) Capturing the external influencers of the Faculty for example through c) On-going c) DoSR to capture discipline specific activity. VDSR to professional bodies and policy@manchester and highlight some of these coordinate. Both to link with Policy@manchester examples making better use of Pure and pathways to impact statements. Priority Two Socially responsible graduates Target Outcome (to be reported at year end) i) Promote social responsibility and volunteering opportunities to students. i) ii) To encourage social responsibility inclusion in the curriculum across the Faculty, ii) identifying best practice and ways of further stimulating new practices. Key Actions Target Date Lead Responsibility a) Promote curriculum innovation and community engagement by working with VD a) Launch competition(s) late a) AVDSR and VD TL&S for T&L to host a competition to fund initiatives relating to enabling our 2017 graduates to experience social responsibility in practice (including living labs projects). b) Promote the Living Labs concept (using funds for above) as a focused method to b) Launch competition late b) AVDSR and VD TL&S & VDSR improve sustainability on campus and the local community and allow students to 2017 apply for funds to assist them in this. c) Promote participation in Ethical Grand Challenges, encouraging student c) Dec 2017 c) AVDSR and SR P-M, SR Manager

Page 142 of 148 engagement with Stellify and the Manchester Leadership Award and run a signature activity for #GivingTuesday to encourage student giving. Priority Three Engaging our Communities Target Target i) Work in line with the University’s Community Engagement Plan. i) ii) Building on the legacy of ECOS continue collaborative public engagement across ii) the Faculty, University and with other local institutions. iii) To investigate how we can link with Devo Manc / Northern Powerhouse within iii) our public engagement activity. Key Actions Target Date Lead Responsibility a) Host a faculty wide Public Engagement event (#ScienceX). a) Summer 2018 a) AVDSR & SR P-M b) Use the fund for curriculum innovation and community engagement to ensure b) Launch competition late b) AVDSR & VD TL&S some activity happens within the local community. 2017 c) Work with the construction partners to facilitate activities that benefit the local c) Ongoing c) AVDSR & Faculty Project Team community. d) Ensure that the Faculty engages with Devo Manc and developments with the d) Summer 2018 d) AVDSR & DoSR & SR P-M Northern Powerhouse via policy@manchester and other strategic partnerships. Priority Four Responsible processes Target Outcome (to be reported at year end) i) To build an Equality and Diversity leadership structure in the Faculty to monitor i) and progress actions in the Race Equality Charter Mark and Athena SWAN action

plans. ii) ii) Improve our understanding of Widening Participation student recruitment and

retention. iii) iii) To improve the environmental sustainability of estate and operations. Key Actions Target Date Lead Responsibility a) The Equality, Diversity & Inclusion Committee will ensure that Athena SWAN and a) On-going a) School E&D leads, AVDSR&VDSR Race Equality Mark action plans are being implemented and raise LGBT awareness and best practice with a view to improve the Stonewall Workplace Equality Index. b) Initiate a pilot project in at least one School to improve retention of students b) Work starts 2017/18 b) AVDSR & VDT&L & DoSR EEE from WP backgrounds / minority groups c) Work with HR to understand the challenges relating to E&D in our staff c) On-going c) VDSR, Head of HR, AVDSR, School E&D leads recruitment and promotions and identify possible actions. d) Assist VD for T&L to investigate BAME student degree attainment and identify d) Ongoing d) AVDSR some actions to try and address any imbalance. e) Continue working with schools to increase the number of sustainable labs. e) Launch competition late e) DoSR, VDSR, SR P-M 2017 to fund living labs

Page 143 of 148 Enabling Strategies

University Priorities To create the financial headroom to invest in our future ambitions, through identifying sources of additional funding, efficiencies and areas for strategic investment. To increase efficiency and effectiveness in University processes and procedures through simplification and standardisation. . Identifying and realising the opportunities for simplification and standardisation through the work of the Student Lifecycle Project and cognate groups, utilising external benchmarking data.

Faculty high level KPI targets 2015/16 (actual) 2016/17 (target) 2016/17 (forecast) 2017/18 (target) Financial outcome £87.6m £98.0m £98.8m £100.3m Compliance 95% 100% n/a 100%

Enabling strategy 1: Quality people

Priority One: To enable all staff reach their full potential Target Outcome (to be reported at year end) i) Develop and embed a performance oriented culture which recognises and i) rewards excellence. ii) ii) Support managers and staff throughout a period of change to maximise

opportunities created by MECD and other initiatives. iii) iii) Produce, implement and monitor staff survey action plans arising from 2017

survey at Faculty and School level and communicate progress to staff. Key Actions Target Date Lead Responsibility a) Monitor and further develop performance oriented culture, for example through a) July 2018 a) HoFHR Promotion cycle and REP scheme. b) Development of web presence and toolkit for performance management. b) July 2018 b) HoFHR c) Develop and embed leadership and management capabilities for Faculty’s c) July 2018 c) HoFHR / Dean / DoFO Academic and PSS Leadership Teams. d) Develop local, specific development change management programmes in d) July 2018 d) HoFHR coordination with central Learning and Development initiatives. e) Continue with Lunch and Learn sessions to equip managers with practical skills e) May 2018 e) HoFHR to support their staff through change. f) Produce Faculty level staff survey plan to outline the key actions and time scale f) August 2017 f) DoFO of implementation, communication and monitoring.

Page 144 of 148 Enabling strategy 2: World-class estate

Priority One To develop and maintain a world-class estate that is fit for purpose in a world leading university Target Outcome (to be reported at year end) i) To commence construction of the buildings forming the new Manchester i) Engineering Campus Development and begin to develop a collaborative strategic

document regarding how the new campus will operate to benefit all of its

stakeholders.

ii) To reach partial construction completion of Chemistry Building – Phase 1 of the ii) Long Term Maintenance and Ventilation upgrade project; Royce at Manchester

Building.

iii) To complete construction of The “Ideas Mill” Annexe to the Schuster Building, iii) Graphene Engineering Innovation Centre (GEIC), Square Kilometre Array Building

2. Key Actions Target Date Lead Responsibility a) To continue construction of the MEC Hall Building and associated infrastructure. a) July 18 (ongoing to 21) i) Project Steering Group b) Continue to develop ideas for the fit out of staff/ student spaces, to optimise the b) Sept 17 ii) Faculty MECD Team/DoFO utilisation of the building by hosting a pilot MECD workspace environment. c) Develop a strategic brief for operating the MECD buildings post completion. c) July 18 iii) DoFO/Head of Faculty Estates d) To continue with Phase 1 of the Long Term Maintenance works (Nitrogen d) July 18 iv) Project Committee Generation/new solvent store/Loading bay) and commence upgrading of the ventilation systems for the building. e) To construct the GEIC Building on North Campus. e) July 18 v) Project Committee f) To continue with construction of the Royce at Manchester Building on South f) July 18( ongoing to Aug vi) Project Committee Campus. 19) g) To construct the SKA2 Building at the Jodrell Bank Observatory site. g) July 18 vii) Project Committee h) To complete construction, handover and move teaching and learning h) Nov 17 viii) Project Committee environments into the Schuster Annexe building.

Enabling strategy 3: Financial sustainability

Priority One To Diversify and grow non on campus teaching income

Target Outcome (to be reported at year end) i) Reduce teaching income from 49% of total income to 48% whilst growing i) income. ii) Double philanthropic donations v 16/17. ii) iii) University adopts courses from 2 Schools for its DL project. iii) iv) Increase underlying contribution %age on research to >29%. iv)

Page 145 of 148 Key Actions Target Date Lead Responsibility a) Work closely with colleagues from Development and Alumni Relations. a) Ongoing a) Dean/Andrew Young (from Development and Alumni) b) Each HOS with DL income in budget to develop ideas and discuss with Central DL b) July 2018 b) HOS team before investing significantly. c) Each HOS to adhere to costing and pricing policy wherever possible and c) Ongoing c) HOS/RSS encourage PIs to ‘cost in’ as much DA time as possible and minimise non-pay as a percentage of the grant income. Priority Two To Increase contribution %age by Target Outcome (to be reported at year end) i) Reduce core pay to 48.5% of core income. i) ii) Restrict core other operating expenses (OOE) to 13% of core income. ii) Key Actions Target Date Lead Responsibility a) Manage poor performance to increase productivity of all. a) Ongoing a) All who manage staff b) Consider ALL core OOE before committing. If all core staff saved £5/week from b) Ongoing b) All ‘normal’ expenditure, we would have an additional £400k to invest elsewhere. Priority Three To contribute to the implementation of University PSS processes improvements/efficiency projects under the M2020 Programme Target Outcome (to be reported at year end) i) The implementation of the Manchester 2020 financial plan within the Faculty i) which improves contribution whilst providing self-generated investment funds to pump prime key strategic areas. Key Actions Target Date Lead Responsibility a) To contribute to the University’s generation of additional financial headroom a) December 2017 a) DoFO/HoFF through the identification and delivery of specific PSS initiatives. These will particularly focus on increasing efficiency and effectiveness in University processes and procedures through simplification and standardisation.

Enabling strategy 4: A reputation for excellence

Priority One To: improve the digital marketing assets across the Faculty, specifically School websites and course marketing pages. Target Outcome (to be reported at year end) i) Redevelop the Faculty’s nine School websites to improve user experience, simplify and standardise business processes and reduce the proportion of T4 i) managed pages not regularly visited by external visitors from circa 59%. ii) Update all of the Faculty’s course marketing pages in Campus Solutions, including identified USPs and rich media content (video/photography) where ii) possible.

Key Actions Target Date Lead Responsibility Page 146 of 148 a) Initiate and complete a Faculty-wide web project to redevelop all nine School a) 31 July 2018 a) FSE Head of Comms & Marketing and Web Content & websites. Digital Marketing Manager b) Complete a rolling programme of updates across all course profile pages. b) 31 July 2018 b) FSE Head of Comms & Marketing and Web Content & Digital Marketing Manager Priority Two To: further raise the profile of the FSE beacons cluster, enhancing the profile of research activities and impact across Advanced Materials, Energy and Industrial Biotechnology, in support of the collegiate corporate beacon strategy. Target Outcome (to be reported at year end) i) Build profile of beacon-related research by strengthening direct engagement i) with senior business and policy audiences. ii) Build profile of research impact. ii) Key Actions Target Date Lead Responsibility a) Engage with key fora, including Innovate (B’ham Oct 2017), Conservative Party a) April 2018 a) FSE Head of Comms & Marketing and x3 Beacons Conference (Manchester, Oct 2017), Industry 4.0 (Manchester, April 2018). Coordinators b) Work with Schools and academics to increase number, frequency and diversity b) 31 July 2018 b) Web Content & Digital Marketing Manager of impact case studies and ‘story’ content on websites and social media platforms including ‘InAbstract’. c) Strengthen partnership with expanded Policy@Manchester team and c) 31 July 2018 c) Beacons Coordinators demonstrate increased policy engagement by sharing thought leadership (blogs, ‘white papers’ etc.) with key media and increase input to national policy debates (e.g. Select Committees and specialist sector reports).

Enabling strategy 5: An international institution

Priority One To establish and consolidate a structure to embed the internationalisation strategy across all Schools in the Faculty Target Target i) To have a clear mechanism for all Schools to contribute to the operational plans i) developed by university international strategy group and country/region

strategy groups.

ii) To have an effective network of internationally focussed colleagues to support ii) the sharing of information and opportunities. Key Actions Target Date Lead Responsibility

a) Appoint, carry out on-job training and develop Directors of Internationalisation a) September 2017 a) AD Int and HoSs for each School. b) Establish dedicated communication channels for the dissemination of b) September 2017 b) International Project Officer/AD Int internationally focussed information and opportunities. Priority Two

Page 147 of 148 To develop and strengthen links with academic/industry partners in strategically important markets Target Outcome (to be reported at year end) i) To establish at least one new academic/industry partnership. i) ii) To increase collaborative activity within the framework of existing partnerships. ii) Key Actions Target Date Lead Responsibility a) Capitalise upon the various emerging opportunities to strengthen engagement a) July 2018 a) International Project officer/ AD Int/School Directors of with Brazil including: Internationalisation • Subscribe to the Newton-Brazil Master’s Scholarship programme in support of our diversification agenda • Work with Brazilian partner institutions to ensure that we are identified as a strategic partner for the forthcoming Brazilian Internationalisation Programme • Work closely with the UK Consulate to identify academic and business engagement opportunities in the North East region of Brazil b) Consolidate links with Indian partner institutions including the hosting of visiting b) July 2018 b) AD Int/International Project Officer PGR students. c) Explore opportunities to deepen links with leading Chinese institutions including c) July 2018 c) AD Int Tsinghua University. d) Consolidate links with Chinese industry partners (e.g. CASC, CSG, SGCC, AVIC). e) Capitalise on our engagement with the Energy Expo in Astana to showcase our d) July 2018 d) AD Int/International Project Officer expertise to prospective international partners. e) July 2018 e) International Project Officer/ AD Int

Enabling strategy 6: Quality services

Priority One To ensure effective, fit-for-purpose processes and structures are in place across the Faculty Target Outcome (to be reported at year end) i) Continuous improvement in systems and processes to maximise performance i) against and support for university strategic objectives. ii) By the year end, to understand and agree the impact of the Student Lifecycle ii) Project across the areas of Campus Life, Pre-enrolment and Admissions and Student Financials Key Actions Target Date Lead Responsibility a) To actively engage with and contribute resource to all work streams within the a) Ongoing a) DoFO / HoAS / HoSA Student Lifecycle Project, ensuring that the project receives sufficient input into the discipline specific variations across each Faculty and Schools. b) Review of processes and structures within the Faculty to maximise simplification b) December 2017 b) DoFO / HoAS / HoSA and standardisation of activity and to avoid duplication.

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