About The University of Law
We are one of the UK's longest-established specialist providers of legal education. We can trace our origins to 1876 with the formation of leading tutorial firm Gibson & Weldon, and in 2016, we opened our leading Business School.
With a rich heritage and a reputation for innovation and contemporary teaching practices, we continuously focus on developing the best legal minds.
You can find out more about our ambition and vision for the future here.
What Makes Us Different
What really sets us apart from other universities is the guiding principle that future lawyers and business leaders should only ever learn in a realistic, professional and contemporary context with plenty of practical, interactive engagement. That's why we keep our contact hours high and our teaching groups small.
Innovation and Contemporary
Teaching Practices
All of our courses – from our undergraduate law degrees to our diverse range of business courses and postgraduate programmes – are designed with a unique, varied and innovative learning approach that’s proven to deliver self-reliant professionals who can compete in the fast-changing professional world. With a focus on developing skills in problem-solving, weighing up arguments, critical thinking, and commercial awareness, our courses are designed to prepare you for the real-life challenges of the working world.
Powerful Connections
Our track record of excellence in learning and development has helped us establish worldwide connections within the legal and business industries. This is why many leading global law firms and businesses work exclusively with us to develop their people, and why employers of all types want to meet our students. It’s why law schools and professional bodies around the world choose to enter into strategic alliances with us.
We also have many international partnerships that allow us to provide a rounded, global outlook to business and law.
The Most Experienced Tutors
Over 250 of our tutors are qualified lawyers and business professionals, and all have extensive practical experience which they are able to pass on to our students. We facilitate this process with high levels of student-to-tutor contact time and small class sizes - one of the reasons that many firms insist their trainees study with us.
Focused on Employability
We focus exclusively on practice-based training and give students access to our expert Careers and Employability Service and database as soon as they accept a place with us. Students also benefit from our pioneering and award-winning pro bono programmes, which allow them to gain valuable work experience by helping real clients from the local community.
Widening Access and Participation
We take our responsibility to widen access and participation within legal and business education seriously. Our Access and Participation Plans with the Office for Students detail our ambition and strategy to widen access and participation.
QAA Review
We aim to continually enhance students learning and have published our action plan following the Higher Education Review in October 2017.
Value for money
Transparency return
The information published on these pages shows:
- The number of applications for admission on to higher education courses that we have received for courses starting in the 2018-19 academic year.
- The number of offers we have made in relation to those applications.
- The number of those offers accepted and the number of those who have registered with us.
- The number of students who registered and went on to complete their course with us.
- The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us in the 2017-18 academic year.
It also shows these numbers by reference to:
- The gender of the individuals to which they relate.
- Their ethnicity.
- Their socioeconomic background.
It is important to note that the data presented has not been contextualised. This means, for example, that you will not be able to see from this data how many of those applying to courses met the entry criteria. It is also the case that universities and colleges will often receive many more applications than they have spaces on courses, and so offer rates will necessarily be lower than application rates in those circumstances.
With regard to information that is split by the three characteristics of gender, ethnicity and socioeconomic background you will see that some figures may be highlighted. This is because those differences between groups of students with particular characteristics are notable.
The data includes only applications from UK domiciled students to study for an undergraduate higher education award, including our degree apprenticeship; it also includes the Graduate Diploma in Law (as this is a graduate level award). Outcomes data for students enrolled on the Graduate Diploma in Law is included in “other undergraduate awards”. The tables do not include students who apply for and attain postgraduate awards.
Table 1a: Summary of applications, offers, acceptances and registrations for 2018-19 entrants
| Number of applications | Percentage of applications that received an offer | Percentage of applications that accepted an offer | Percentage of applications that led to a registration | |||
|---|---|---|---|---|---|---|
| Full Time | Ethnicity | White | 1930 | 90.7% | 47.3% | 44.5% |
| BAME | 1500 | 81.5% | 35.9% | 33.0% | ||
| EIMD quintile | 1 and 2 | 2050 | 78.4% | 28.2% | 24.4% | |
| 3 to 5 | 2640 | 87.5% | 35.1% | 31.0% | ||
| Gender | Male | 1740 | 81.9% | 31.9% | 27.8% | |
| Female | 3190 | 84.5% | 31.8% | 27.9% | ||
| Other | N | N | N | N | ||
| Part Time | Ethnicity | White | 190 | 99% | 94% | 91% |
| BAME | 90 | 94% | 87% | 82% | ||
| EIMD quintile | 1 and 2 | 290 | 76% | 41% | 32% | |
| 3 to 5 | 320 | 80% | 50% | 44% | ||
| Gender | Male | 210 | 74% | 40% | 35% | |
| Female | 440 | 79% | 48% | 40% | ||
| Other | N | N | N | N | ||
| Apprenticeships | Ethnicity | White | 50 | 100% | 100% | 95% |
| BAME | N | N | N | N | ||
| EIMD quintile | 1 and 2 | 30 | 90% | 90% | 90% | |
| 3 to 5 | 40 | 95% | 95% | 90% | ||
| Gender | Female | 50 | 95% | 95% | 90% | |
| Male | N | N | N | N | ||
| Other | N | N | N | N | ||
Table 2a: Percentage of first degrees at grade 2:1 or above by characteristic for 2017-18 qualifiers
| Percentage | |||
|---|---|---|---|
| Ethnicity | BAME | 38% | |
| White | 66% | ||
| EIMD quintile | 1 and 2 | 49% | |
| 3 to 5 | 57% | ||
| Gender | Female | 51% | |
| Male | 63% | ||
| Other | N | ||
Key
N 24 or fewer students in this population
I chose ULaw because the tutors were previously solicitors and barristers
Theon Tross, LLB Student, Birmingham
.